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Science History Institute Digital Collections

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Search 14,525 of our digitized items: artifacts, photographs, advertisements, letters, rare books, oral histories, and more.

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Science History Institute Digital Collections

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Search 14,525 of our digitized items: artifacts, photographs, advertisements, letters, rare books, oral histories, and more.

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Global learning in the classroom

We offer a huge range of free curriculum-linked resources for developing global learning in the classroom, across the school and beyond. Lesson plans, assemblies, videos, games and more! We've been working with teachers for more than 50 years, helping young people to learn about global issues, think critically, and take action for a better world. Here's a selection of our most popular resources.

Photo: Nigel Willmot / Oxfam

Global learning in the classroom

We offer a huge range of free curriculum-linked resources for developing global learning in the classroom, across the school and beyond. Lesson plans, assemblies, videos, games and more! We've been working with teachers for more than 50 years, helping young people to learn about global issues, think critically, and take action for a better world. Here's a selection of our most popular resources.

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Free ideas, resources and support for active global citizenship in the classroom and beyond.

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Global learning in the classroom

We offer a huge range of free curriculum-linked resources for developing global learning in the classroom, across the school and beyond. Lesson plans, assemblies, videos, games and more! We've been working with teachers for more than 50 years, helping young people to learn about global issues, think critically, and take action for a better world. Here's a selection of our most popular resources.

Photo: Nigel Willmot / Oxfam

Global learning in the classroom

We offer a huge range of free curriculum-linked resources for developing global learning in the classroom, across the school and beyond. Lesson plans, assemblies, videos, games and more! We've been working with teachers for more than 50 years, helping young people to learn about global issues, think critically, and take action for a better world. Here's a selection of our most popular resources.

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Free ideas, resources and support for active global citizenship in the classroom and beyond.

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Library Guides: Real News/Fake News: Fact Checkers

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Upgrading Research Lessons with AI | AASL Knowledge Quest

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The MLA's method for citing sources uses a template of core elements-standardized criteria that writers can use to evaluate sources and create works-cited-list entries based on that evaluation. That new technologies like ChatGPT emerge is a key reason why the MLA has adopted this approach to citation-to give writers flexibility to apply the style when they encounter new types of sources. In what follows, we offer recommendations for citing generative AI, defined as a tool that "can analyze or summarize content from a huge set of information, including web pages, books and other writing available on the internet, and use that data to create original new content" (Weed).

You should

cite a generative AI tool whenever you paraphrase, quote, or incorporate into your own work any content (whether text, image, data, or other) that was created by it

acknowledge all functional uses of the tool (like editing your prose or translating words) in a note, your text, or another suitable location

take care to vet the secondary sources it cites (see example 5 below for more details)

See below for specific examples. And keep in mind: the MLA template of core elements is meant to provide flexibility in citation. So if you find a rationale to modify these recommendations in your own citations, we encourage you to do so. We've opened this post up for commenting, so let us know what you think and how you're using and citing generative AI tools!

Using the MLA Template

Author

We do not recommend treating the AI tool as an author. This recommendation follows the policies developed by various publishers, including the MLA's journal PMLA.

Title of Source

Describe what was generated by the AI tool. This may involve including information about the prompt in the Title of Source element if you have not done so in the text.

Title of Container

Use the Title of Container element to name the AI tool (e.g., ChatGPT).

Version

Name the version of the AI tool as specifically as possible. For example, the examples in this post were developed using ChatGPT 3.5, which assigns a specific date to the version, so the Version element shows this version date.

Publisher

Name the company that made the tool.

Date

Give the date the content was generated.

Location

Give the general URL for the tool.

Example 1: Paraphrasing Text

Passage in Source

Paraphrased in Your Prose

While the green light in The Great Gatsby might be said to chiefly symbolize four main things: optimism, the unattainability of the American dream, greed, and covetousness ("Describe the symbolism"), arguably the most important-the one that ties all four themes together-is greed.

Works-Cited-List Entry

"Describe the symbolism of the green light in the book by F. Scott Fitzgerald" prompt. The Great Gatsby ChatGPT, 13 Feb. version, OpenAI, 8 Mar. 2023, chat.openai.com/chat.

Example 2: Quoting Text

Passage in Source

Quoted in Your Prose

When asked to describe the symbolism of the green light in The Great Gatsby, ChatGPT provided a summary about optimism, the unattainability of the American dream, greed, and covetousness. However, when further prompted to cite the source on which that summary was based, it noted that it lacked "the ability to conduct research or cite sources independently" but that it could "provide a list of scholarly sources related to the symbolism of the green light in The Great Gatsby " ("In 200 words").

Works-Cited-List Entry

"In 200 words, describe the symbolism of the green light in The Great Gatsby" follow-up prompt to list sources. ChatGPT, 13 Feb. version, OpenAI, 9 Mar. 2023, chat.openai.com/chat.

While we've provided fairly detailed descriptions of the prompts above, a more general one (e.g., Symbolism of the green light in The Great Gatsby prompt) could be used, since you are describing something that mimics a conversation, which could have various prompts along the way.

Example 3: Citing Creative Visual Works

If you are incorporating an AI-generated image in your work, you will likely need to create a caption for it following the guidelines in of the MLA Handbook. Use a description of the prompt, followed by the AI tool, version, and date created:

Fig. 1. "Pointillist painting of a sheep in a sunny field of blue flowers" prompt, DALL-E, version 2, OpenAI, 8 Mar. 2023, labs.openai.com/.

You can use this same information if you choose to create a works-cited-list entry instead of including the full citation in the caption (see MLA Handbook, sec. 1.7).

Example 4: Quoting Creative Textual Works

If you ask a generative AI tool to create a work, like a poem, how you cite it will depend on whether you assign a title to it. Let's say, for example, you ask ChatGPT to write a villanelle titled "The Sunflower" that-you guessed it!-describes a sunflower and then quote it in your text. Your works-cited-list entry might look like this:

"The Sunflower" villanelle about a sunflower. ChatGPT, 13 Feb. version, OpenAI, 8 Mar. 2023, chat.openai.com/chat.

If you did not title the work, incorporate part of or all of the first line into the description of the work in the Title of Source element:

"Upon the shore . . ." Shakespearean sonnet about seeing the ocean. ChatGPT, 13 Feb. version, OpenAI, 8 Mar. 2023, chat.openai.com/chat.

For guidance on using descriptions and text from the work itself in the Title of Source element, see the MLA Handbook, 5.28 and 5.29.

Example 5: Citing Secondary Sources Used by an AI Tool

You should also take care to vet the secondary sources cited by a generative AI tool-with the caveat that AI tools do not always cite sources or, when they do, do not always indicate precisely what a given source has contributed. If you cite an AI summary that includes sources and do not go on to consult those sources yourself, we recommend that you acknowledge secondary sources in your work.

For example, let's say that you ask Bing AI to explain the concept of the political unconscious, citing sources, and it provides the following answer:

Let's say that you then decide to quote from the final sentence. You need to click through to the source listed in the note in order to get more information than just a URL for the source. There, you will read the following:

Now, you can treat Oxford Reference as your source since Bing AI was merely a research conduit to the source (see MLA Handbook 5.34 for more information). If for some reason you want to treat a source cited in a generative AI tool as an indirect source-and you know it is, in fact, the source for the information provided by the AI, follow the guidance in section 6.77 of the MLA Handbook.

Note

1. At the time of writing this post, ChatGPT doesn't have a built-in feature to create a unique URL to the conversation. However, an outside tool like the Chrome extension ShareGPT can generate such a link. If you use that type of outside tool, include the unique URL that the tool generates instead of the general URL.

DALL-E allows users to download the AI-generated images they create or generate a publicly-available URL that leads to an image. If you choose to create a shareable link for an image you generate with DALL-E (or other similar AI image generators), include that unique URL that leads to the image instead of the general URL.

Works Cited

MLA Handbook. 9th ed., Modern Language Association of America, 2021. MLA Handbook Plus, 2021, mlahandbookplus.org/.

Weed, Julie. "Can ChatGPT Plan Your Vacation?" The New York Times, 16 Mar. 2023, www.nytimes.com/2023/03/16/travel/chatgpt-artificial-intelligence-travel-vacation.html.

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How do I cite generative AI in MLA style? | MLA Style Center

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The MLA's method for citing sources uses a template of core elements-standardized criteria that writers can use to evaluate sources and create works-cited-list entries based on that evaluation. That new technologies like ChatGPT emerge is a key reason why the MLA has adopted this approach to citation-to give writers flexibility to apply the style when ...

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LibGuides: ChatGPT guides: ChatGPT Citations

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LibGuides: ChatGPT guides: ChatGPT Citations

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Research Guides: Artificial Intelligence (AI): How to Cite AI

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This LibGuide provides an overview of AI knowledge, the applications of AI tools in teaching and learning, and content for the AI research areas.

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FIU Libraries: Artificial Intelligence Now: ChatGPT + AI Literacy Toolbox: AI Plagiarism + Citation

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Find resources on artificial intelligence, ChatGPT, writing with AI assistance, AI academic productivity tools, plagiarism, prompt engineering, GPT misinformation and hallucinations, AI image tools, AI literacy, and discussions related to AI ethics.

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Our Artificial Intelligence online courses offer students a preview of what it’s like to study AI whilst being taught by experts. Join Now!

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We help educators around the world use technology to solve tough problems.

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About search.app

You're here because you typed or clicked a link to "search.app," the Google app's URL shortcut.

Search.app is a Google domain. When you click on a search.app shortlink, you'll be directed to open it in the Google app.

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You're here because you typed or clicked a link to "search.app," the Google app's URL shortcut. Search.app is a Google domain. When you click on a search.app shortlink, you'll be directed to open it in the Google app.

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You're here because you typed or clicked a link to "search.app," the Google app's URL shortcut. Search.app is a Google domain. When you click on a search.app shortlink, you'll be directed to open it in the Google app.

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Essential News & Media Literacy Skills for Students | Common Sense Education

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Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.

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AI Literacy Lessons for Grades 6–12 | Common Sense Education

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Quick, grab-and-go lessons to teach your students how to be ethical and empowered users of artificial intelligence.

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Can A.I. Be Blamed for a Teen’s Suicide?

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The mother of a 14-year-old Florida boy says he became obsessed with a chatbot on Character.AI before his death.

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digital ethics

Let's talk about harm caused by humans implementing AI.

The harmful effects of technology can be managed and mitigated. But not if we do not talk about them. Nor if we allow ourselves to be misled to focus on misleading narratives. In the chart The Elements of AI Ethics I map out harms that we are already seeing reports of, that have been ongoing and many of which were predicted before they happened. As a tool it can provide guidance and talking points for understanding how to prioritise your work with "smart" tools, and acknowledge that all teams that deploy or make use of AI need a mitigation strategy for many different types of harms.
This chart builds on The Elements of Digital Ethics (2021). The harms in the original diagram are all still relevant, and what this chart does is provide a focused overview of the types of harm we are seeing proliferate with the ongoing advancement of AI within different industries, and especially general-purpose and generative tools. You can refer to the original chart to get an idea of how a tool like this can be used in education and project work.

The following are brief summaries of each element to give you a better understanding of what they refer to. I am also putting together a workshop and talk around these elements. If that is something that would interest you and your organisation, let me know.

Download as PDF

There are six overarching sections ( Organisation, Machine, Society, Human, Supervision and Environment), and at a total of 18 elements in the chart.

Organisation

These elements apply to the qualities and concerns of organisations that develop AI-enabled services and products in both the private and public sector.

Accountability projection

I am fond of the term "Moral outsourcing" as coined by Dr. Rumman Chowdhury. It refers to how makers of AI manage to defer moral decision-making to machines, as if they themselves have no say in the output.

By using the word accountability projection I want to emphasise that organisations have a tendency not only to evade moral responsibility but also to project the very real accountability that must accompany the making of products and services. Projection is borrowed from psychology and refers to how manufacturers, and those who implement AI, wish to be free from guilt and project their own weakness onto something else - in this case the tool itself.

The framing of AI appears to give manufacturers and product owners a "get-out-of-jail free card" by projecting blame onto the entity they have produced, as if they have no control over what they are making. Imagine buying a washing machine that shrinks all your clothes, and the manufacturer being able to evade any accountability by claiming that the washing machine has a "mind of its own".

Machines aren't unethical, but the makers of machines can act unethically.

Monoculture

Today, there are nearly 7,000 languages and dialects in the world. Only 7% are reflected in published online material. 98% of the internet's web pages are published in just 12 languages, and more than half of them are in English. When sourcing the entire Internet, that is still a small part of humanity.

76% of the cyber population lives in Africa, Asia, the Middle East, Latin America and the Caribbean, most of the online content comes from elsewhere. Take Wikipedia, for example, where more than 80% of articles come from Europe and North America.

Now consider what content most AI tools are trained on.

Here is what i originally wrote about this element:

Through the lens of a small subset of human experience and circumstance it is difficult to envision and foresee the multitudes of perspectives and fates that one new creation may influence. The homogenity of those who have been provided the capacity to make and create in the digital space means that it is primarily their mirror-images who benefit - with little thought for the wellbeing of those not visible inside the reflection.

Deception by design

Many AI tools are consciously built to provide the illusion of talking with something that is thinking, considering or even being remorseful. These design decisions actually feed into the dangerous mindset of regarding the tools as sentient beings. As mentioned, this allows manufacturers to evade responsibility, but it also contributes to complex trust and relationship issues that humans have previously only had with actually sentient beings. We know very little about what it does to people's emotional life and well-being in the long term to regularly interact with something that is designed to give the appearance of having human emotions when it in fact does not.

There are many reasons to assume that people can build strong bonds to tools that produce unpredictable output. And the number of people who need professional help to manage their mental health, and instead turn to AI chatbots, is of course growing fast. Sometimes they are even encouraged to.

Power concentration

When power is with a few, their own needs and concerns will naturally be top of mind and prioritized. The more their needs are prioritized, the more power they gain. Three million AI engineers is 0.0004% of the world's population.

Fearmongering sentience claims

There is an increasing number of reports coming out to describe a future, closer every day, wherein an AI takes over the world and makes humans obsolete and expendable. It is often fuelled on by the biggest names in the industry. By using exaggerated rumors of impending danger they manage to hold attention and control the narrative.

The claims have the effects of:

Pulling attention away from the real harms that are happening

Boosting trust in the validity of system output because they are framed as "all-powerful beings"

Supporting the idea of accountability outsourcing (to the machines)

Giving more power to the doomsayers because they are the only ones who can save us, and thus also the ones who can tell lawmakers how to regulate

Imagined Harm

In the chart I have chosen to make this last point overtly clear, by showing how the element "It will kill us all!" is an imagined harm with no evidence to back it up. It's a harm in itself to push this narrative.

Machine

As more and more decision-making is automated, more humans must bow to algorithms, machine learning and obscurity. These Machine elements describe the inherent qualities of machines that exacerbate potential harm.

Acceleration of bias and prejudice

One inherent property of AI is its ability to act as an accelerator of other harms. By being trained on large amounts of data (often unsupervised) - that inevitably contains biases, abandoned values and prejudiced commentary - these will be reproduced in any output. It is likely that this will even happen unnoticeably (especially when not actively monitored) since many biases are subtle and embedded in common language. And at other times it will happen quite clearly, with bots spewing toxic, misogynistic and racist content.

Invisible decision-making

The more complex the algorithms become, the harder they are to understand. As more people are involved, time passes, integrations with other systems are made and documentation is faulty, the further they deviate from human understanding. Many companies will hide proprietary code and evade scrutiny, sometimes themselves losing understanding of the full picture of how the code works. Decoding and understanding how decisions are made will be open to infinitely fewer beings.

And it doesn't stop there. This also affects autonomy. By obscuring decision-making processes (how, when, why decisions are made, what options are available and what personal data is shared) it is increasingly difficult for individuals to make properly informed choices in their own best interest.

Society

The advent of digital has repercussions for society at large, influencing value-systems, opportunity, fear and safety to name a few. Things that were not previously possible are top of mind and often framed in savior-like qualities promised by digital transformation (and today most often by AI). New-found abilities and efforts to record and measure everything in numbers afford less attention to spirituality, compassion and autistic sensitivity.

Values detachment

Efficiency that involves handing over certain tasks to machines necessarily means that we give something up. We detach something. While it is often argued that we are giving up the mundande and tedious to live more happy and enriched lives this is not always the case. We need to keep an eye on what we are losing when we are gaining something else. By deferring even decision-making to machines (that were built by someone else and trained on an obscure mass of content) many people are incentivized to giving up doing work that may have been more important than the decisions themselves, e.g. speculation, reasoning and rumination. What we value changes and it is not obvious that we are handing over even the concept of our own value-based decision-making to an external party.

If societal values change over time, how will they change once they are part of the machine's inner workings?

Acceleration of misinformation

The one harm that most everyone appears to be in agreement about is the abundance of misinformation that many of these tools will allow for at virtually no cost to bad actors. This is of course already happening. There is both the type of misinformation that troll farms now can happily generate by the masses and with perfect grammar in many languages, and also the type of misinformation that proliferates with the everyday use of these tools, and often unknowingly.

This second type of misinformation is generated and spread by the highest of educated professionals within the most valued realms of government and public services. The tools are just that good at appearing confident when expressing nonsense in believable, flourished and seductive language.

One concern that does come up and is still looking for an answer is what will happen when the tools now begin to be "trained" with the texts that they themselves have generated.

Human

While most aspects of AI ethics are related to negative impact on human wellbeing, certain elements hit closer to home and are more direct and tangible in how they impact human wellbeing.

Acceleration of fraud & deepfakes

Tools that generate believable content with convincing wording, or tools that can imitate your voice or even your likeness, open up the playing field for fraudulent activities that can be harmful to mind, economy, reputation and relationships. People can be made to believe things about others that simply are not true, or even fall prey to the illusion that a family member is talking to them over the phone even when it's a complete stranger.

Acceleration of injustice

Because of systemic issues and the fact that bias becomes embedded in these tools, these biases will have dire consequences for people who are already disempowered. Scoring systems are often used by automated decision-making tools and these scores can for example affect job opportunities, welfare/housing eligibility and judicial outcomes.

Content moderator trauma

In order for us to avoid seeing traumatitizing content when using many of these tools (such as physical violence, self-harm, child abuse, killings and torture) this content needs to be filtered out. In order for it to be filtered out, someone has to watch it. As it stands, the workers who perform this filtering are often exploited and suffer PTSD without adequate care for their wellbeing. Many of them have no idea what they are getting themselves into when they start the job.

Data / Privacy breaches

There are several ways personal data makes its way into the AI tools. First, since the tools are often trained on data available online and in an unsupervised manner, personal data will actually make its way into the workings of the tools themselves. Data may have been inadvertently published online or may have been published for a specific purpose, rarely one that supports feeding an AI system and its plethora of outputs. Second, personal data is actually entered into the tools by everyday users through negligent or inconsiderate use - data that at times is also stored and used by the tools. Third, when many data points from many different sources are linked together in one tool they can reveal details of an individuals' life that any single piece of information could not.

Instigation of self-harm and violence

There have been several witness reports of AI chatbots encouraging or endorsing a human operator's abuse towards themselves or others. Will manufacturers be able to provide a guarantee as to the complete avoidance of this in the future? And if not, what other mitigating factors need to be designed into the tool?

Supervision

This section relates to the difficult practice of overseeing, regulating and managing the potential negative impact related to AI.

Obscured data theft

To become as "good" as they are in their current form, many generative AI systems have been trained on vasts amount of data that were not intended for this purpose, and whose owners and makers were not asked for consent. The mere publishing of an article or image on the web does not imply it can be used by anyone for anything. Generative AI tools appear to be getting away with ignoring copyright.

At the same time there are many intricacies that law- and policymakers need to understand to do a good job of reasoning around infringements on rights or privileges. Images are for example not duplicated and stored, but rather used to feed a computational model, which is an argument often used by defenders to explain how generative AI is only "inspired" by the works of others and not "copying". There are several ongoing legal cases challenging this view.

Regulatory avoidance

AI can be seen as avoiding regulations by the sheer amount of oversteps being performed through their deployment and use. One possibility is that misuse of other people's content may have to be normalised because oversight is unattainable, unless more constraints are quickly placed on "data theft", deployment and use. The fact that so many of these companies can release tools based on the works of others, without having to disclose what they are based on, can only be seen as a moral dilemma of vast proportions. Moreover, what personal data is hidden to be abused or misused in future output is not only unknown to the operators of the tools, but to a large extent also unknown even to the makers of the tools themselves.

The fact that nations have different laws brings new obstacles to implementation across borders. OpenAI CEO Sam Altman for example expressed that he would pull out of the EU if he has to abide by proposed regulation. [update: Two days later he backpedalled those threats.]

Environment

The elements in this section refer to problems that are created and/or overlooked during the making of digital tools. They are often ignored because they are considered secondary conditions and do not relate directly to the intent of what is being created. Sometimes seen as untouchable or unavoidable, these elements still need to be addressed or managed to mitigate negative impact.

Supply chain neglect

To realise digital services and solutions we need both software and hardware. Behind the production of these there can be any number of oppressive relationships and exploitation of workers. One example is the need for cobalt, used in lithium batteries, which is often mined under unfair conditions in oppressive environments reminiscent of slavery. Failing to consider one's own part in the supply chain required to deploy digital services is to ignore accountability for potential harm to others.

Carbon costs

The energy required to source data, train the models, power the models and compute all the interactions with these tools is significant. While exact figures are often kept under wraps, there have been many studies into the large environmental cost of developing AI and measures that need to be taken. With this in mind, it is apt to ask if every challenge really is looking for an AI solution. Will consumers perhaps come to see the phrase "AI-Powered System" in the same light as "Diesel-Powered SUV".
Update December 5, 2023: New research shows that "Generating 1,000 images with a powerful AI model, such as Stable Diffusion XL, is responsible for roughly as much carbon dioxide as driving the equivalent of 4.1 miles in an average gasoline-powered car."
The hopeful part

The reason I want to contribute to the understanding of the types of harm entangled with the growth of AI is because all the harms are under human control. This means that we can talk about them and address them. We can work to evade or minimize these harms. And we need to demand transparency from manufacturers around each issue. Rather than pretending new technology is always benevolent because it will "improve lives" (definitely some lives more than others), surfacing these conversations is a good thing.

If you agree, I always appreciate when you can help me by sharing my posts and tools in your own networks. And I am always happy to hear about your own thoughts, perspectives and experiences. 😊

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Let's talk about harm caused by humans implementing AI.

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* Interdisciplinary subjects are marked with an asterisk.

Interdisciplinary subjects enable students to meet the diploma requirements for two groups, whilst studying one subject. Students then select another subject to complete the requirement of six.

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Learn more about the International Baccalaureate® Diploma Programme's curriculum and the subjects it includes.

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AI-generated images are notorious for including intense colors, which can often be a giveaway that they aren't real. But this is only sometimes the case. Poisonous frogs are known for vibrant, almost surreal colors and patterns, which may lead one to question even the real photos. Vivid subjects can make it difficult to determine whether something is real simply by looking at colors.

In this case, the AI-generated image is actually more colorful, though that alone may not tell everything. Another area you can evaluate is the texture and pattern complexity. In the real version, the frog's spots are much more detailed, whereas the AI version has spots that are much more simplistic.

Daniel/Adobe Stock; Vaclav/Adobe Stock

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Real or AI Quiz: Can You Tell the Difference? " Britannica

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Investigate strategies for detecting real versus fake images. Test your students' image evaluation skills with our interactive challenge!

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How We Influence – Future Today Institute

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Future Today Institute consultants and expert advisors can offer in-depth views into our research, unique perspectives on emerging technology and science, and plausible future outcomes. For press inquiries, contact [email protected].

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The MLA's method for citing sources uses a template of core elements-standardized criteria that writers can use to evaluate sources and create works-cited-list entries based on that evaluation. That new technologies like ChatGPT emerge is a key reason why the MLA has adopted this approach to citation-to give writers flexibility to apply the style when they encounter new types of sources. In what follows, we offer recommendations for citing generative AI, defined as a tool that "can analyze or summarize content from a huge set of information, including web pages, books and other writing available on the internet, and use that data to create original new content" (Weed).

You should

cite a generative AI tool whenever you paraphrase, quote, or incorporate into your own work any content (whether text, image, data, or other) that was created by it

acknowledge all functional uses of the tool (like editing your prose or translating words) in a note, your text, or another suitable location

take care to vet the secondary sources it cites (see example 5 below for more details)

See below for specific examples. And keep in mind: the MLA template of core elements is meant to provide flexibility in citation. So if you find a rationale to modify these recommendations in your own citations, we encourage you to do so. We've opened this post up for commenting, so let us know what you think and how you're using and citing generative AI tools!

Using the MLA Template

Author

We do not recommend treating the AI tool as an author. This recommendation follows the policies developed by various publishers, including the MLA's journal PMLA.

Title of Source

Describe what was generated by the AI tool. This may involve including information about the prompt in the Title of Source element if you have not done so in the text.

Title of Container

Use the Title of Container element to name the AI tool (e.g., ChatGPT).

Version

Name the version of the AI tool as specifically as possible. For example, the examples in this post were developed using ChatGPT 3.5, which assigns a specific date to the version, so the Version element shows this version date.

Publisher

Name the company that made the tool.

Date

Give the date the content was generated.

Location

Give the general URL for the tool.

Example 1: Paraphrasing Text

Passage in Source

Paraphrased in Your Prose

While the green light in The Great Gatsby might be said to chiefly symbolize four main things: optimism, the unattainability of the American dream, greed, and covetousness ("Describe the symbolism"), arguably the most important-the one that ties all four themes together-is greed.

Works-Cited-List Entry

"Describe the symbolism of the green light in the book by F. Scott Fitzgerald" prompt. The Great Gatsby ChatGPT, 13 Feb. version, OpenAI, 8 Mar. 2023, chat.openai.com/chat.

Example 2: Quoting Text

Passage in Source

Quoted in Your Prose

When asked to describe the symbolism of the green light in The Great Gatsby, ChatGPT provided a summary about optimism, the unattainability of the American dream, greed, and covetousness. However, when further prompted to cite the source on which that summary was based, it noted that it lacked "the ability to conduct research or cite sources independently" but that it could "provide a list of scholarly sources related to the symbolism of the green light in The Great Gatsby " ("In 200 words").

Works-Cited-List Entry

"In 200 words, describe the symbolism of the green light in The Great Gatsby" follow-up prompt to list sources. ChatGPT, 13 Feb. version, OpenAI, 9 Mar. 2023, chat.openai.com/chat.

While we've provided fairly detailed descriptions of the prompts above, a more general one (e.g., Symbolism of the green light in The Great Gatsby prompt) could be used, since you are describing something that mimics a conversation, which could have various prompts along the way.

Example 3: Citing Creative Visual Works

If you are incorporating an AI-generated image in your work, you will likely need to create a caption for it following the guidelines in of the MLA Handbook. Use a description of the prompt, followed by the AI tool, version, and date created:

Fig. 1. "Pointillist painting of a sheep in a sunny field of blue flowers" prompt, DALL-E, version 2, OpenAI, 8 Mar. 2023, labs.openai.com/.

You can use this same information if you choose to create a works-cited-list entry instead of including the full citation in the caption (see MLA Handbook, sec. 1.7).

Example 4: Quoting Creative Textual Works

If you ask a generative AI tool to create a work, like a poem, how you cite it will depend on whether you assign a title to it. Let's say, for example, you ask ChatGPT to write a villanelle titled "The Sunflower" that-you guessed it!-describes a sunflower and then quote it in your text. Your works-cited-list entry might look like this:

"The Sunflower" villanelle about a sunflower. ChatGPT, 13 Feb. version, OpenAI, 8 Mar. 2023, chat.openai.com/chat.

If you did not title the work, incorporate part of or all of the first line into the description of the work in the Title of Source element:

"Upon the shore . . ." Shakespearean sonnet about seeing the ocean. ChatGPT, 13 Feb. version, OpenAI, 8 Mar. 2023, chat.openai.com/chat.

For guidance on using descriptions and text from the work itself in the Title of Source element, see the MLA Handbook, 5.28 and 5.29.

Example 5: Citing Secondary Sources Used by an AI Tool

You should also take care to vet the secondary sources cited by a generative AI tool-with the caveat that AI tools do not always cite sources or, when they do, do not always indicate precisely what a given source has contributed. If you cite an AI summary that includes sources and do not go on to consult those sources yourself, we recommend that you acknowledge secondary sources in your work.

For example, let's say that you ask Bing AI to explain the concept of the political unconscious, citing sources, and it provides the following answer:

Let's say that you then decide to quote from the final sentence. You need to click through to the source listed in the note in order to get more information than just a URL for the source. There, you will read the following:

Now, you can treat Oxford Reference as your source since Bing AI was merely a research conduit to the source (see MLA Handbook 5.34 for more information). If for some reason you want to treat a source cited in a generative AI tool as an indirect source-and you know it is, in fact, the source for the information provided by the AI, follow the guidance in section 6.77 of the MLA Handbook.

Note

1. At the time of writing this post, ChatGPT doesn't have a built-in feature to create a unique URL to the conversation. However, an outside tool like the Chrome extension ShareGPT can generate such a link. If you use that type of outside tool, include the unique URL that the tool generates instead of the general URL.

DALL-E allows users to download the AI-generated images they create or generate a publicly-available URL that leads to an image. If you choose to create a shareable link for an image you generate with DALL-E (or other similar AI image generators), include that unique URL that leads to the image instead of the general URL.

Works Cited

MLA Handbook. 9th ed., Modern Language Association of America, 2021. MLA Handbook Plus, 2021, mlahandbookplus.org/.

Weed, Julie. "Can ChatGPT Plan Your Vacation?" The New York Times, 16 Mar. 2023, www.nytimes.com/2023/03/16/travel/chatgpt-artificial-intelligence-travel-vacation.html.

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How do I cite generative AI in MLA style? | MLA Style Center

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The MLA's method for citing sources uses a template of core elements-standardized criteria that writers can use to evaluate sources and create works-cited-list entries based on that evaluation. That new technologies like ChatGPT emerge is a key reason why the MLA has adopted this approach to citation-to give writers flexibility to apply the style when ...

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The MLA's method for citing sources uses a template of core elements-standardized criteria that writers can use to evaluate sources and create works-cited-list entries based on that evaluation. That new technologies like ChatGPT emerge is a key reason why the MLA has adopted this approach to citation-to give writers flexibility to apply the style when they encounter new types of sources. In what follows, we offer recommendations for citing generative AI, defined as a tool that "can analyze or summarize content from a huge set of information, including web pages, books and other writing available on the internet, and use that data to create original new content" (Weed).

You should

cite a generative AI tool whenever you paraphrase, quote, or incorporate into your own work any content (whether text, image, data, or other) that was created by it

acknowledge all functional uses of the tool (like editing your prose or translating words) in a note, your text, or another suitable location

take care to vet the secondary sources it cites (see example 5 below for more details)

See below for specific examples. And keep in mind: the MLA template of core elements is meant to provide flexibility in citation. So if you find a rationale to modify these recommendations in your own citations, we encourage you to do so. We've opened this post up for commenting, so let us know what you think and how you're using and citing generative AI tools!

Using the MLA Template

Author

We do not recommend treating the AI tool as an author. This recommendation follows the policies developed by various publishers, including the MLA's journal PMLA.

Title of Source

Describe what was generated by the AI tool. This may involve including information about the prompt in the Title of Source element if you have not done so in the text.

Title of Container

Use the Title of Container element to name the AI tool (e.g., ChatGPT).

Version

Name the version of the AI tool as specifically as possible. For example, the examples in this post were developed using ChatGPT 3.5, which assigns a specific date to the version, so the Version element shows this version date.

Publisher

Name the company that made the tool.

Date

Give the date the content was generated.

Location

Give the general URL for the tool.

Example 1: Paraphrasing Text

Passage in Source

Paraphrased in Your Prose

While the green light in The Great Gatsby might be said to chiefly symbolize four main things: optimism, the unattainability of the American dream, greed, and covetousness ("Describe the symbolism"), arguably the most important-the one that ties all four themes together-is greed.

Works-Cited-List Entry

"Describe the symbolism of the green light in the book by F. Scott Fitzgerald" prompt. The Great Gatsby ChatGPT, 13 Feb. version, OpenAI, 8 Mar. 2023, chat.openai.com/chat.

Example 2: Quoting Text

Passage in Source

Quoted in Your Prose

When asked to describe the symbolism of the green light in The Great Gatsby, ChatGPT provided a summary about optimism, the unattainability of the American dream, greed, and covetousness. However, when further prompted to cite the source on which that summary was based, it noted that it lacked "the ability to conduct research or cite sources independently" but that it could "provide a list of scholarly sources related to the symbolism of the green light in The Great Gatsby " ("In 200 words").

Works-Cited-List Entry

"In 200 words, describe the symbolism of the green light in The Great Gatsby" follow-up prompt to list sources. ChatGPT, 13 Feb. version, OpenAI, 9 Mar. 2023, chat.openai.com/chat.

While we've provided fairly detailed descriptions of the prompts above, a more general one (e.g., Symbolism of the green light in The Great Gatsby prompt) could be used, since you are describing something that mimics a conversation, which could have various prompts along the way.

Example 3: Citing Creative Visual Works

If you are incorporating an AI-generated image in your work, you will likely need to create a caption for it following the guidelines in of the MLA Handbook. Use a description of the prompt, followed by the AI tool, version, and date created:

Fig. 1. "Pointillist painting of a sheep in a sunny field of blue flowers" prompt, DALL-E, version 2, OpenAI, 8 Mar. 2023, labs.openai.com/.

You can use this same information if you choose to create a works-cited-list entry instead of including the full citation in the caption (see MLA Handbook, sec. 1.7).

Example 4: Quoting Creative Textual Works

If you ask a generative AI tool to create a work, like a poem, how you cite it will depend on whether you assign a title to it. Let's say, for example, you ask ChatGPT to write a villanelle titled "The Sunflower" that-you guessed it!-describes a sunflower and then quote it in your text. Your works-cited-list entry might look like this:

"The Sunflower" villanelle about a sunflower. ChatGPT, 13 Feb. version, OpenAI, 8 Mar. 2023, chat.openai.com/chat.

If you did not title the work, incorporate part of or all of the first line into the description of the work in the Title of Source element:

"Upon the shore . . ." Shakespearean sonnet about seeing the ocean. ChatGPT, 13 Feb. version, OpenAI, 8 Mar. 2023, chat.openai.com/chat.

For guidance on using descriptions and text from the work itself in the Title of Source element, see the MLA Handbook, 5.28 and 5.29.

Example 5: Citing Secondary Sources Used by an AI Tool

You should also take care to vet the secondary sources cited by a generative AI tool-with the caveat that AI tools do not always cite sources or, when they do, do not always indicate precisely what a given source has contributed. If you cite an AI summary that includes sources and do not go on to consult those sources yourself, we recommend that you acknowledge secondary sources in your work.

For example, let's say that you ask Bing AI to explain the concept of the political unconscious, citing sources, and it provides the following answer:

Let's say that you then decide to quote from the final sentence. You need to click through to the source listed in the note in order to get more information than just a URL for the source. There, you will read the following:

Now, you can treat Oxford Reference as your source since Bing AI was merely a research conduit to the source (see MLA Handbook 5.34 for more information). If for some reason you want to treat a source cited in a generative AI tool as an indirect source-and you know it is, in fact, the source for the information provided by the AI, follow the guidance in section 6.77 of the MLA Handbook.

Note

1. At the time of writing this post, ChatGPT doesn't have a built-in feature to create a unique URL to the conversation. However, an outside tool like the Chrome extension ShareGPT can generate such a link. If you use that type of outside tool, include the unique URL that the tool generates instead of the general URL.

DALL-E allows users to download the AI-generated images they create or generate a publicly-available URL that leads to an image. If you choose to create a shareable link for an image you generate with DALL-E (or other similar AI image generators), include that unique URL that leads to the image instead of the general URL.

Works Cited

MLA Handbook. 9th ed., Modern Language Association of America, 2021. MLA Handbook Plus, 2021, mlahandbookplus.org/.

Weed, Julie. "Can ChatGPT Plan Your Vacation?" The New York Times, 16 Mar. 2023, www.nytimes.com/2023/03/16/travel/chatgpt-artificial-intelligence-travel-vacation.html.

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How do I cite generative AI in MLA style? | MLA Style Center

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The MLA's method for citing sources uses a template of core elements-standardized criteria that writers can use to evaluate sources and create works-cited-list entries based on that evaluation. That new technologies like ChatGPT emerge is a key reason why the MLA has adopted this approach to citation-to give writers flexibility to apply the style when ...

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Having created the first unit of inquiry (UOI), 'Who We Are', I began to wonder about the second UOI of the year, for my imaginary 3-4 year old class, 'How We Express Ourselves'. I had been intrigued by a recent conversation with colleagues regarding the concept of 'through lines', as we called them. The discussion had taken place during an activity in which we had been tasked with creating a Programme of Inquiry (POI) for an imaginary school. As we worked we started to notice related concepts that transcended each of the UOIs. Almost like threads of learning that weaved through the POI connecting with each of the UOIs and in turn with each other. This idea has excited me ever since.

I have always been a big advocate for creating opportunities for running multiple UOIs at the same time (I would argue that we basically already do in my instances). I believe it is just a matter of when we focus on specific units throughout the year. There is also the challenge of ensuring that the children progress in their knowledge, skills and understanding in each of the units and how can this be tracked? Although I have trialled this approach in the past, these questions have never really been fully answered but I am convinced that the answer lies in the 'through lines' or the common related concepts in each of the UOI.

I wanted to further explore the idea of through lines so I looked at which related concepts were evident in each of my first 2 units. I managed to identify 5 that really stood out, Identity, Culture, Wellbeing, Relationships, and Responsibility. I began to imagine how each of the related concepts would connect across the 2 units. It was quite easy to find clear connections within the conceptual understandings across each of the subjects. Below is an example of my thinking. I could continue this process for each of the other 4 through lines that I have identified.

As I continued to develop my unit of inquiry I also realised the the Key Concepts would also change the lens in which we engage with each of the 'through lines'.

I repeated the process from my previous blog post to complete my UOI, How We Express Ourselves and begin to prepare the learning spaces for inquiry during the first week.

I am an Early Childhood educator currently working in Thailand. As an experienced, and proud member, of the international learning community I enjoy the challenge and seek opportunities to support positive sustainable change to a community. I am passionate about providing innovative experiences for students to authentically engage in the whole creative thinking process; to make meaningful connections to the world around them; to solve problems; to develop a mindset for agency and responsible choices; and to develop their own voice. View all posts by David Gostelow

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Concept Planning, Part 2: Following the threads of learning.

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Having created the first unit of inquiry (UOI), 'Who We Are', I began to wonder about the second UOI of the year, for my imaginary 3-4 year old class, 'How We Express Ourselves'. I had been intrigued by a recent conversation with colleagues regarding the concept of 'through lines', as we called them.

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Having created the first unit of inquiry (UOI), 'Who We Are', I began to wonder about the second UOI of the year, for my imaginary 3-4 year old class, 'How We Express Ourselves'. I had been intrigued by a recent conversation with colleagues regarding the concept of 'through lines', as we called them. The discussion had taken place during an activity in which we had been tasked with creating a Programme of Inquiry (POI) for an imaginary school. As we worked we started to notice related concepts that transcended each of the UOIs. Almost like threads of learning that weaved through the POI connecting with each of the UOIs and in turn with each other. This idea has excited me ever since.

I have always been a big advocate for creating opportunities for running multiple UOIs at the same time (I would argue that we basically already do in my instances). I believe it is just a matter of when we focus on specific units throughout the year. There is also the challenge of ensuring that the children progress in their knowledge, skills and understanding in each of the units and how can this be tracked? Although I have trialled this approach in the past, these questions have never really been fully answered but I am convinced that the answer lies in the 'through lines' or the common related concepts in each of the UOI.

I wanted to further explore the idea of through lines so I looked at which related concepts were evident in each of my first 2 units. I managed to identify 5 that really stood out, Identity, Culture, Wellbeing, Relationships, and Responsibility. I began to imagine how each of the related concepts would connect across the 2 units. It was quite easy to find clear connections within the conceptual understandings across each of the subjects. Below is an example of my thinking. I could continue this process for each of the other 4 through lines that I have identified.

As I continued to develop my unit of inquiry I also realised the the Key Concepts would also change the lens in which we engage with each of the 'through lines'.

I repeated the process from my previous blog post to complete my UOI, How We Express Ourselves and begin to prepare the learning spaces for inquiry during the first week.

I am an Early Childhood educator currently working in Thailand. As an experienced, and proud member, of the international learning community I enjoy the challenge and seek opportunities to support positive sustainable change to a community. I am passionate about providing innovative experiences for students to authentically engage in the whole creative thinking process; to make meaningful connections to the world around them; to solve problems; to develop a mindset for agency and responsible choices; and to develop their own voice. View all posts by David Gostelow

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Concept Planning, Part 2: Following the threads of learning.

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Having created the first unit of inquiry (UOI), 'Who We Are', I began to wonder about the second UOI of the year, for my imaginary 3-4 year old class, 'How We Express Ourselves'. I had been intrigued by a recent conversation with colleagues regarding the concept of 'through lines', as we called them.

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I was inspired to create this work after a recent activity in which myself and several colleagues were asked to create a unit of inquiry from the beginning through to the first week of teaching. It was a productive experience and it made me think more deeply about my own planning process so I decided to have a go at creating my own unit of inquiry and documenting the steps. For my example I chose the transdisciplinary theme Who We Are, aimed at a class of 3-4 year olds, and running for the whole year.

I began by breaking down the descriptor for the transdisciplinary theme, highlighting any related concepts. As this is a whole year inquiry I found it helpful to identify a wide range of related concepts as this would allow a different focus for the inquiry at different times of the year. My next step was to consider which key concepts transcend the related concepts that had been identified.

Note: Some may choose to start with the key concepts and then identify the related concepts.

Once I had identified the key concepts I considered the approaches to learning. Which skills will the children learn through during the inquiry? And finally, which of the Learner Profile do we wish to develop during this inquiry?

Considering all the elements identified so far, I created my Central Idea and Lines of Inquiry. This is the part that I have reflected on the most. I am not sure I am quite happy with the Central Idea and Lines of Inquiry but for the purpose of demonstrating process rather than product it will have to do. Having a few more lines of inquiry may be useful if considering different focuses throughout the year but I think the 4 suggestions given below are pretty broad and provide ample opportunity to provide different focus throughout the year.

Now I have my Central Idea and Lines of Inquiry I need to consider my teacher questions that will drive the inquiry and what will learning look like in week 1? I have considered the learning engagements that promote the development of the Key Concepts and teacher questions that begin to explore the related concepts through the lines of inquiry.

Once I was at this stage I started to consider how the subjects are embedded into the inquiry. I then considered the conceptual understandings that the learning engagements would address regrading each subject. Through this process I can begin to map out the conceptual understandings within each subject. This can be further explored during the coming process.

I think that once you have intentionally oragnised your learning spaces to support independent, or guided, exploration it is important to document observations of the children, how are they using this space? What questions are they asking? In a perfect world it would now be the children's questions and personal inquiries that begin to shape the unit. These will support educators in thinking about next steps.
Week 1:

I would like to thank Anne Van Dam for inspiring, and challenging, my thinking and also for reintroducing me to one-point rubrics. These are great for tracking individual's progress overtime. The one below has been created using I can ... statements. I have used one-point rubrics in the past and have never been sure about the headings. I found the idea for Glows and Grows on line and quite liked it.

This kind of assessment would be more beneficial if it were shared with specialist educators so that we can develop an even broader understanding of the learners development and progress.

I am an Early Childhood educator currently working in Thailand. As an experienced, and proud member, of the international learning community I enjoy the challenge and seek opportunities to support positive sustainable change to a community. I am passionate about providing innovative experiences for students to authentically engage in the whole creative thinking process; to make meaningful connections to the world around them; to solve problems; to develop a mindset for agency and responsible choices; and to develop their own voice. View all posts by David Gostelow

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Concept-Based Planning: A step by step guide to planning an inquiry.

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I was inspired to create this work after a recent activity in which myself and several colleagues were asked to create a unit of inquiry from the beginning through to the first week of teaching. It was a productive experience and it made me think more deeply about my own planning process so I decided...

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Teaching about Plagiarism - Plagiarism.org

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The best way to prevent plagiarism is to educate students on how to properly conduct research, cite, quote, and produce unique and original work. This section contains a large array of recommendations for pedagogy and policy.

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Virtual Reference Collection – Central Mississippi Regional Library System

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The Central Mississippi Regional Library System has an extensive digital library for your use.
Explore the services below, and click on any of them to be taken to that particular service,
or you can click on the name of the services in the column on the right.

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https://www.dqinstitute.org/

Resource for Digital Citizenship

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This is a good icebreaker activity for sixth form. It involves three rounds (hence the name dreimal- three times in German).

- Students start by writing down two words in the TL on small separate pieces of paper (with a large group, stick to one word) and the words are put in a hat.

- Split the class into two teams.

- Round 1: Students take it in turns to take out a word from the hat and explain in ENGLISH taboo-style (without saying the word) to their group. They have a time-limit (30 seconds usually plenty!) They keep the word. Keep going until all words have been taken.

- Round 2: Do the same but now in German!

- Round 3: But this time they act it out.

The game gets quicker as from round 2, the students already know the words. It's just a matter of remembering it and guessing the right one!

Listening is such a difficult skill for learners. One way I tackle difficult listenings with a class is by putting some question words on the board and asking students to write down notes under the headings. What is happening/ When (dates/times they hear)/ Where is it taking place/ Who being mentioned etc. It helps them to summarise and also listen out for detail before completing the actual task. This works well when listening to authentic resources/ news.

Share a word of the week with your classes. I usually try to come up with unusual/funny ones. As a starter or challenge during the lesson, ask students to see if they can write a sentence with the word or include it somewhere in their word.

My favourite retrieval game at the moment! Put a topic on the board. Students work in pairs and have to think about how many words they can guess on that topic. They write the number on their whiteboard. They then have 1 minute to write that many words. If they manage it, they keep their points. If they don't, they lose all of their points! The competitive nature of this game and the risk element encourages students to aim high and they then work together to retrieve previously learnt vocabulary. Plus it's pacey and fun!

This one involves tech so is slightly different from my normal quick-wins which usually require just a whiteboard and pen. BUT if the tech is working, it is no prep and in my experience, involves high engagement and motivation from students! My Y10s went crazy for this and it was as if they'd never seen google earth before!
This can be done by the class teacher at the front or students can find their own if they have a computer/device.
- Launch google earth
- Click on the 'I'm feeling lucky' dice to be transported anywhere in the world
- Drag the little man onto street view
- Describe what you see in the TL
- Extra tip - once you've allowed students a few minutes of excitement, ask them to print screen and paste into a PPT/doc otherwise they will continue playing around with street view!

Thanks to @joedale for sharing the idea in the TMMFL icons webinar and Seneca CPD webinar (Sept/Oct 2020).

A nice retrieval practice starter/do now task: Lesson Lift-off. Encourages students to think back to previously taught work. This is one I used with Y7 after October half-term thinking back to unit 1 and before starting our new unit. Thanks to @thisteacherrox on instagram along with others who I have magpies this idea off!

I think I have done this activity every year since I started teaching. Y7 love it! I tend to do this for the topic of 'Animals' but it could be used for any topic.

Students fold a piece of A4 paper so they have 8 spaces. The teacher says a word/sentence in the TL and then counts down in the TL from ten. Students have to draw the word in one of the spaces but only have ten seconds. It gets a bit crazy, especially if they haven't finished the previous drawing. But no time for artists! I just tell them a pictorial representation is fine; so a carrot for a rabbit, bone for a dog etc.

They then cut/rip each bit and create a set of eight flashcards to play games with. I start by saying the animal in the TL and getting the students to show me their picture. We then have a good giggle before students play games in pairs.

This is a no-prep, fun, relationship-building game and gets them talking. We also tend to move onto talking about how to revise and how easy it is to make a set of flash cards!

I love a run to the board game. If possible and safe to do so, split the board into two, set a timer, give a pen to a person on either side of the classroom and let the teams race to the board (one-by one) and write as much vocab as they can on a specific topic. Students can only write one word and must then pass the pen onto someone else but they can copy a word from the opposition! Spelling must be right for the point! The team with the most correct words at the end of the time, wins.

If students can't run to the board, try it on a mini-whiteboard or piece of paper and in pairs!

Good revision and competition!

Thanks to @morganmfl89 who shares this brilliant highlighter splat idea in her book (100 ideas for secondary teachers: outstanding MFL lessons).

Students have a list of words (shared between two), you shout out the word in English/TL and they have to find the translation. Each student has a different coloured highlighter (or they could just circle/cross out the word with a different coloured pen) so the first to highlight wins the word.

The student with the most highlighted words at the end, wins.

I even played this with my year 13 students as a more exciting way of testing key vocab on the novel we are studying! Don't underestimate simple games for older students :)

Competitive Reading (also known as beware the bomb) is an activity I have seen shared a few times on social media and in webinars. Thank you to @wozniakjennifer and @rattiemfl who I know have shared it recently.

This text is from the Stimmt 3 textbook which my school has a subscription for.

Students work in pairs and take turns reading either 1, 2 or 3 words. The student who lands on the music note (or bomb) loses the point so their partner wins the point and adds to their tally. The student with the most points at the end of the text wins. The game works in the same way as the game 11 or 21 only it's words rather than numbers.

Students were all engaged with the reading when I tried this and they enjoyed the competitive element. I was worried they wouldn't have taken in what they were reading but they all seem to be able to answer my questions on the text afterwards!

Courtesy of @senoritaraineyhola who has shared a few of her collab essays on Instagram and also @katelanguages who did this in our French lesson recently.

This is a simple, no-prep but great way to share writing tips activity. We simply write a model answer together in class. I usually give students time to brainstorm a few ideas beforehand (connectives, opinions, sentences in different tenses etc) and then call upon them to help me write the answer.

Depending on the size and nature of the group, this may be something students could work together on in small groups or would work well as a revision or intervention activity. I have a fairly small, engaged Y11 group this year and so it works particularly well with them. Also having done this as a student in my French lesson, I can see how beneficial it is being able to copy and share ideas with others.

Students pick a word (verbs work well) and they then see where the word takes them. Synonyms, antonyms, write in a sentence, in different tenses, adjective/noun forms etc. This kept Y13 very busy as a starter the other week.

My Story. This was an idea I got from a training course years ago. I think it may have been by Rachel Hawkes but unfortunately I can't remember for definite. It's a great idea!
Recently my Y11s did a mock writing and I was frustrated reading their work that they were making silly mistakes on language which they should have known! So language which was very personal to them; their family, future aspirations, favourite subject etc. The idea with 'my story' is that students practise key phrases about themselves that are unlikely to ever change. So for example; a sentence about where they live, what they do at a weekend, what they want to do after their exams etc. They make sure that for each of these topics, they have at least one grammatically accurate sentence. So I recently asked my students to fill out a sheet with one or two sentences per topic to tell their story. In theory, students could cultivate their story from when they first begin learning the language. For example, the place they live in Y7 is likely to still be the same place they are living when they sit their GCSEs! Here is a copy if you would like to use it:

A brainstorm of ideas on the whiteboard. Put a topic in the middle of the board and get students to add words (they can either come up and write themselves or they can call them out). By the end, students will have a big word bank of vocabulary for that topic. They could even add to it at the end of the lesson if they have learnt more. Remotely, I enjoy doing this as a word cloud using mentimeter.com. Thanks to @miss_cwhite on instagram for the idea.

This is a good activity which would work well with sentence builders. Similar to trap door in that one student thinks of a sentence (choosing a word from each column) and their partner(s) has to guess their sentence. The person who created the sentence may wish to tell their partner(s) which bits they have correct or to add an extra bit of challenge, tell them how many elements they have correct but not from which columns; eg 'you have two correct.' I played this game in a French lesson with @katelanguages and it worked well as a speaking activity.

This is something I learnt on my training year from a speaker who came in to demonstrate different ways we could introduce new language. You write words/sentences in boxes on the board, then think of one and write it down on a piece of paper. You pick a student and then tap each box saying the word and the student says 'ja' or 'nein'. The twist or 'magic' is that the student always gets it correct because you have already briefed that particular student before the lesson that for the one you have chosen, you will always tap in the bottom right hand corner of the box. Do it a few times by choosing different words, and the rest of the class thinks the student is psychic or has 'magic powers.' It can probably only work once per class as they soon work it out but it is a good relationship builder and can motivate a more reluctant learner if they are the one chosen!

Another oldie but goodie! Students fold a piece of A4 paper into 8 long strips (concertina-style as if they were making a fan). They open it out and write a word or sentence on each strip (teacher has a list of eight options on the board BUT students write them in different orders). You call out the translation and if a student has the answer on the top or bottom of their paper, they can rip it off. If it somewhere in the middle, they can't! The winner is the student who manages to rip off all pieces and so has eight individual pieces on their table. This is a good activity as they hear the same sentences/words over and over again and so are practising key language.

A nice warm-up activity to get students thinking. Show a powerpoint with a different colour word in the TL written on each slide. But change the colour of some of the words. Students have to shout out the colour not the word. I have a German copy saved under 'Deutsch' if you would like a quick download but it is a super-easy to make.

I like playing blockbusters with A-Level. I find younger students get confused by it and it takes too long but it works effectively with older students/smaller classes. This takes a little longer to set up than my other quick-wins as you need a bank of words but I tend to make them up as students are working by picking a topic and then having a flick through the textbook for inspiration ready for the end of the lesson.

Split the class into two and then students take it in turns to pick a letter. You give them the translation of the German word which begins with that letter (e.g 'G' - what is the German for comprehensive school?). If the student gets it right you can shade in that letter (or circle it). Have a different colour for each team. The aim of the game is to get across the board either vertically or horizontally. The other team can block so the other team may need to go around. Check out the 'Deutsch' section of my website for this 'Schule' copy ready to go. I will try and add a few more topics too!

A much more engaging way of doing true/false activities is by playing the game 'Would I lie to you?' I play this game when doing the 'School' topic with GCSE and I base it on the school I actually went to (no uniform and call the teachers by their first names!) Students think it's bizarre! But you could use any topic - a city you know in the TL country, your house when you lived abroad, your place of work. Students have to to work out which ones are a lie and then after you have explained the correct answers, they write the correct versions down.

The photo card is my favourite thing about GCSE. I think this element really gets students talking and you can find a picture for any topic. I find the textbook/exam photo cards a bit boring so often when practising, I use other photocard stimuli (see Window-swap and I'm feeling lucky in my 'teacher tech' section.) For this 'make it personal' idea, I use my own photographs or photographs of places from my time abroad. I don't tell students until after they have described the picture but it then becomes a real talking-point and can add a really nice cultural element to lessons. For example, in the topic of school, I share a photograph of the grammar school I worked at in Germany. Students describe the picture, comment on how different the school looks from their own and then I tell them it was the school I worked at. This leads on to a conversation about the German school system too. If you are uncomfortable sharing real photographs, you can just find pictures of the town you lived in/ type of house and keep it quite generic.

I like to include a word of the week in my lessons. Sometimes a word chosen randomly out of a dictionary, other times a fun word. I challenge students
to get the word into their work for a reward!

I wasn't sure of the name of this game. I think some people call it 'stop the bus' but I use that title for a different game (see above). I asked my students to shout out 'Spaghettieis' when they had found all of the words and I have seen it called 'Scattergories' too.

Come up with a series of categories and then randomly select a letter. The first person to find a word per category beginning with that letter wins - or to speed up the process, set a time limit and the person with the most categories wins.

Probably more appropriate for older classes if no access to a dictionary.

Split the class into groups (they don't need to move) - they just need to be sat in the same part of the room. Assign each one something to listen out for (an adjective, a connective etc). Read a text and whenever a group hears their cue, they do a Mexican Wave. This can also be done to explain a particular grammar point for repetition. Put an English sentence on the board and students have to translate in the different parts e.g I have played - so one group would do shout out the pronoun, one would shout out the auxiliary and one would shout out the past participle, all whilst doing the Mexican Wave. Thanks to the lovely Sonja (@mfl.teacher - insta/ @MissFedrizzi - Twitter) for the idea.

An absolute favourite at our school! It's basically like speed dating but all students stand in a circle (and inner and outer circle facing each other). The students ask and answer questions (they usually start with their books) and then either the inner or outer circle moves one place so they are working with someone else. After a few rounds, students are asked to drop their books on the floor and begin to ask and answer questions from memory. This is great for speaking classroom and I usually take them out of the classroom for this as we have a great space for it in one of our communal areas. During Covid, we have been doing the wheel outside in the sunshine.

Shared by a colleague some years ago, this is a comic strip idea to practise the present tense. Give students a list of fun verbs comic-book style (to chase, to catch, to escape, to fight, to explode) and ask them to create a simple comic strip. The emphasis is on getting the verb form right rather than using really fancy language. Something like Tom and Jerry works brilliantly here but students can use their imagination and come up with their own. This is a really motivating activity and when I did it last, a student who usually doesn't engage a lot in German lessons was desperate to show me his comic strip - he was full of excitement about what he'd come up with!

The version of Cluedo I play is 'Who killed the Easter bunny' but this is also a good game for learning rooms of the house and furniture. I write up a sentence which starts 'I think it was...' along with a list of suspects (chick, lamb, chocolatier etc), then a murder weapon (basket, Easter egg etc) and then where it happened (forest, chocolate factory, patisserie etc). Students write a sentence picking one option from each. I then write down a sentence and we find out if anyone got it right. Just a bit of fun but was a nice end to our Easter lessons.

A nice review of a topic is to ask students to create a calligram. Students use their knowledge organiser to find words and phrases they are less familiar with and then write them out into a shape (preferably relevant to the topic). This kind of activity can go on for ever so I set a ten minute timer and left it on the board to give the activity some pace.

This is a lovely, creative activity to jazz up a piece of writing about 'My Town.' I originally saw the idea shared by @mrs_mac_makes on instagram but I have since seen it shared on Twitter and Facebook too (literally how did we survive without social media?!) I won't share the instructions on here as you can just do a search of 'trioramas' and find endless tutorials online.

This is a great game for practising phonics and pronunciation! I start by having a list of sounds/letter-strings we have been recently working on and then in a later game, put up actual words which practise the sounds.

-Have a list of sounds/words on the board
-A student is picked as a detective and leaves the room (cue SLT telling off students as they think they have been sent out - oops)
-A student in the classroom is picked and they have to come up with a sign (scratching their head/tapping their pen etc)
-The detective comes back in and the class begins chanting the sound/word
-They change to the next sound/word in the list when they see 'the murderer' make the sign.
-The detective has three chances to guess who the murderer is
-Once they have guessed, pick a new detective and start again

​

This is a behaviour management/reward technique which I tend to find works well with younger classes. It creates a really positive atmosphere in the classroom and a high level of engagement. Sometimes I choose the star of the lesson myself and other times I ask students to nominate. I also sometimes have more than one. At the end of the lesson, the star(s) of the lesson come and pick a lolly stick and on it there will be a 'prize.' I'm not a fan of prizes as such and I prefer students to get privileges instead (so be the first to leave lesson, sit next to a friend for one lesson etc) but to be honest I struggle with ideas so there are a few actual prizes too such as pencils, rubbers, MFL badges.

Here are the things I write on my lolly sticks:
- sit next to a friend for a lesson
- leave lesson first (not necessarily early but kids love to be out even a millisecond before others)
- a sticker
- pick n mix ( have a delve in the bag for a little prize)

Please let me know if you think of any other ideas, I'd love to add more!

Who doesn't love to add some cultural capital into your lesson? It might be a video, a song, an anecdote from your tie abroad, something in the news from a TL country, a bit of geography.... I try to add some culture into every lesson, sometimes it's the whole lesson but often it's just a little visual on my starter slide which we talk about at the beginning or during the lesson.

I'm all for intrinsic motivation but there are stages of the academic year where there isn't a lot left in the tank (me and the students!) Here is a little motivator to encourage students to keep pushing themselves to the end. Students have to extend their writing and can earn points (and then prizes) depending on what they have managed to include in their work.

Doing a film project is a fantastic opportunity to bring in some real exposure to the language and culture. I would recommend doing lots of historical and cultural background work to the films too.

A muddled up text to translate into English and the TL. Really quick to prepare but very effective and students seem to like them. I think they find it less during when they have the support of both languages. This is one I took from a teachitlanguages resource but they are quick and easy to make up yourself,

A take on 'pin the tail on the donkey.' Here students have to find Germany on a map of Europe. I also do another version where they have to pin the Reichstag onto Germany where they think Berlin is. I have little laminated flags which they stick on the board/screen and the closest wins. I did this for a Y6 transition lesson recently and they loved it and German ended up being their favourite lesson of the day!

Not a total quick win as this does require some prep. During a feedback lesson from mocks, as well as doing general mistakes, I like to do a bloopers slide picking out sentences from students' papers which are nearly correct but need a bit more. They may need to be more specific, given too much info, didn't make sense in English, written in the wrong language etc. It's a good reminder for students to read and check their work to avoid frustrating mistakes. I try to include an error from (nearly) every member of the class so that no one feels singled out.

Split the class down the middle and give students on each side a number or letter so there is a student on either side with the same number/letter. Ask for a translation of a word or sentence and then shout out a number/letter. The first student to shout out correctly wins a point for their team.

Explanation on the pic! A great way to jump on the Wordle-bandwagon with MFL classes!

This is the 11's game where students stand in a line and count consecutively (up to three numbers) in the TL. The student who says 'elf' has to sit down. I love the German name obviously but it works the same in other languages. Onze just doesn't have the same ring to it :)

It really is the simple games which often create the most excitement/engagement! Thanks to @karen_t_french for reminding me that Simon Says is a winner with Y7! Karen who teaches us French for the Kate Languages courses for MFL teaches did this with us to practise opinion phrases:

- Thumbs up for 'I like'
- Thumbs down for 'I don't like'
- Make a heart with their hands for 'I love'
- Stick your tongue out for 'I hate'
- Make a 'P' with your hands for 'I prefer.'

This is also a lot of fun when learning body parts!

Students who were out of the game very much enjoyed being my 'wobble watchers' to help me catch others out (any other parents have Bing Bunny on repeat on CBeebies??).

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Here are my favourite 'quick wins.' Low effort but high impact-activities which often only require a whiteboard and pen and nothing else. A few activities may require a computer and speakers too!

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Preamble

This Agenda is a plan of action for people, planet and prosperity. It also seeks to strengthen universal peace in larger freedom. We recognise that eradicating poverty in all its forms and dimensions, including extreme poverty, is the greatest global challenge and an indispensable requirement for sustainable development. All countries and all stakeholders, acting in collaborative partnership, will implement this plan. We are resolved to free the human race from the tyranny of poverty and want and to heal and secure our planet. We are determined to take the bold and transformative steps which are urgently needed to shift the world onto a sustainable and resilient path. As we embark on this collective journey, we pledge that no one will be left behind. The 17 Sustainable Development Goals and 169 targets which we are announcing today demonstrate the scale and ambition of this new universal Agenda. They seek to build on the Millennium Development Goals and complete what these did not achieve. They seek to realize the human rights of all and to achieve gender equality and the empowerment of all women and girls. They are integrated and indivisible and balance the three dimensions of sustainable development: the economic, social and environmental.

The Goals and targets will stimulate action over the next fifteen years in areas of critical importance for humanity and the planet:

People

We are determined to end poverty and hunger, in all their forms and dimensions, and to ensure that all human beings can fulfil their potential in dignity and equality and in a healthy environment.

Planet

We are determined to protect the planet from degradation, including through sustainable consumption and production, sustainably managing its natural resources and taking urgent action on climate change, so that it can support the needs of the present and future generations.

Prosperity

We are determined to ensure that all human beings can enjoy prosperous and fulfilling lives and that economic, social and technological progress occurs in harmony with nature.

Peace

We are determined to foster peaceful, just and inclusive societies which are free from fear and violence. There can be no sustainable development without peace and no peace without sustainable development.

Partnership

We are determined to mobilize the means required to implement this Agenda through a revitalised Global Partnership for Sustainable Development, based on a spirit of strengthened global solidarity, focussed in particular on the needs of the poorest and most vulnerable and with the participation of all countries, all stakeholders and all people.

The interlinkages and integrated nature of the Sustainable Development Goals are of crucial importance in ensuring that the purpose of the new Agenda is realised. If we realize our ambitions across the full extent of the Agenda, the lives of all will be profoundly improved and our world will be transformed for the better.

DECLARATION

Introduction

1. We, the Heads of State and Government and High Representatives, meeting at the United Nations Headquarters in New York from 25-27 September 2015 as the Organization celebrates its seventieth anniversary, have decided today on new global Sustainable Development Goals.

2. On behalf of the peoples we serve, we have adopted a historic decision on a comprehensive, far-reaching and people-centred set of universal and transformative Goals and targets. We commit ourselves to working tirelessly for the full implementation of this Agenda by 2030. We recognize that eradicating poverty in all its forms and dimensions, including extreme poverty, is the greatest global challenge and an indispensable requirement for sustainable development. We are committed to achieving sustainable development in its three dimensions - economic, social and environmental - in a balanced and integrated manner. We will also build upon the achievements of the Millennium Development Goals and seek to address their unfinished business.

3. We resolve, between now and 2030, to end poverty and hunger everywhere; to combat inequalities within and among countries; to build peaceful, just and inclusive societies; to protect human rights and promote gender equality and the empowerment of women and girls; and to ensure the lasting protection of the planet and its natural resources. We resolve also to create conditions for sustainable, inclusive and sustained economic growth, shared prosperity and decent work for all, taking into account different levels of national development and capacities.

4. As we embark on this great collective journey, we pledge that no one will be left behind. Recognizing that the dignity of the human person is fundamental, we wish to see the Goals and targets met for all nations and peoples and for all segments of society. And we will endeavour to reach the furthest behind first.

5. This is an Agenda of unprecedented scope and significance. It is accepted by all countries and is applicable to all, taking into account different national realities, capacities and levels of development and respecting national policies and priorities. These are universal goals and targets which involve the entire world, developed and developing countries alike. They are integrated and indivisible and balance the three dimensions of sustainable development.

6. The Goals and targets are the result of over two years of intensive public consultation and engagement with civil society and other stakeholders around the world, which paid particular attention to the voices of the poorest and most vulnerable. This consultation included valuable work done by the General Assembly Open Working Group on Sustainable Development Goals and by the United Nations, whose Secretary-General provided a synthesis report in December 2014.

Our vision

7. In these Goals and targets, we are setting out a supremely ambitious and transformational vision. We envisage a world free of poverty, hunger, disease and want, where all life can thrive. We envisage a world free of fear and violence. A world with universal literacy. A world with equitable and universal access to quality education at all levels, to health care and social protection, where physical, mental and social well-being are assured. A world where we reaffirm our commitments regarding the human right to safe drinking water and sanitation and where there is improved hygiene; and where food is sufficient, safe, affordable and nutritious. A world where human habitats are safe, resilient and sustainable and where there is universal access to affordable, reliable and sustainable energy.

8. We envisage a world of universal respect for human rights and human dignity, the rule of law, justice, equality and non-discrimination; of respect for race, ethnicity and cultural diversity; and of equal opportunity permitting the full realization of human potential and contributing to shared prosperity. A world which invests in its children and in which every child grows up free from violence and exploitation. A world in which every woman and girl enjoys full gender equality and all legal, social and economic barriers to their empowerment have been removed. A just, equitable, tolerant, open and socially inclusive world in which the needs of the most vulnerable are met.

9. We envisage a world in which every country enjoys sustained, inclusive and sustainable economic growth and decent work for all. A world in which consumption and production patterns and use of all natural resources - from air to land, from rivers, lakes and aquifers to oceans and seas - are sustainable. One in which democracy, good governance and the rule of law as well as an enabling environment at national and international levels, are essential for sustainable development, including sustained and inclusive economic growth, social development, environmental protection and the eradication of poverty and hunger. One in which development and the application of technology are climate-sensitive, respect biodiversity and are resilient. One in which humanity lives in harmony with nature and in which wildlife and other living species are protected.

Our shared principles and commitments

10. The new Agenda is guided by the purposes and principles of the Charter of the United Nations, including full respect for international law. It is grounded in the Universal Declaration of Human Rights, international human rights treaties, the Millennium Declaration and the 2005 World Summit Outcome Document. It is informed by other instruments such as the Declaration on the Right to Development.

11. We reaffirm the outcomes of all major UN conferences and summits which have laid a solid foundation for sustainable development and have helped to shape the new Agenda. These include the Rio Declaration on Environment and Development; the World Summit on Sustainable Development; the World Summit for Social Development; the Programme of Action of the International Conference on Population and Development, the Beijing Platform for Action; and the United Nations Conference on Sustainable Development ("Rio+ 20"). We also reaffirm the follow-up to these conferences, including the outcomes of the Fourth United Nations Conference on the Least Developed Countries, the Third International Conference on Small Island Developing States; the Second United Nations Conference on Landlocked Developing Countries; and the Third UN World Conference on Disaster Risk Reduction.

12. We reaffirm all the principles of the Rio Declaration on Environment and Development, including, inter alia, the principle of common but differentiated responsibilities, as set out in principle 7 thereof.

13. The challenges and commitments contained in these major conferences and summits are interrelated and call for integrated solutions. To address them effectively, a new approach is needed. Sustainable development recognizes that eradicating poverty in all its forms and dimensions, combatting inequality within and among countries, preserving the planet, creating sustained, inclusive and sustainable economic growth and fostering social inclusion are linked to each other and are interdependent.

Our world today

14. We are meeting at a time of immense challenges to sustainable development. Billions of our citizens continue to live in poverty and are denied a life of dignity. There are rising inequalities within and among countries. There are enormous disparities of opportunity, wealth and power. Gender inequality remains a key challenge. Unemployment, particularly youth unemployment, is a major concern. Global health threats, more frequent and intense natural disasters, spiralling conflict, violent extremism, terrorism and related humanitarian crises and forced displacement of people threaten to reverse much of the development progress made in recent decades. Natural resource depletion and adverse impacts of environmental degradation, including desertification, drought, land degradation, freshwater scarcity and loss of biodiversity, add to and exacerbate the list of challenges which humanity faces. Climate change is one of the greatest challenges of our time and its adverse impacts undermine the ability of all countries to achieve sustainable development. Increases in global temperature, sea level rise, ocean acidification and other climate change impacts are seriously affecting coastal areas and low-lying coastal countries, including many least developed countries and small island developing States. The survival of many societies, and of the biological support systems of the planet, is at risk.

15. It is also, however, a time of immense opportunity. Significant progress has been made in meeting many development challenges. Within the past generation, hundreds of millions of people have emerged from extreme poverty. Access to education has greatly increased for both boys and girls. The spread of information and communications technology and global interconnectedness has great potential to accelerate human progress, to bridge the digital divide and to develop knowledge societies, as does scientific and technological innovation across areas as diverse as medicine and energy.

16. Almost fifteen years ago, the Millennium Development Goals were agreed. These provided an important framework for development and significant progress has been made in a number of areas. But the progress has been uneven, particularly in Africa, least developed countries, landlocked developing countries, and small island developing States, and some of the MDGs remain off-track, in particular those related to maternal, newborn and child health and to reproductive health. We recommit ourselves to the full realization of all the MDGs, including the off-track MDGs, in particular by providing focussed and scaled-up assistance to least developed countries and other countries in special situations, in line with relevant support programmes. The new Agenda builds on the Millennium Development Goals and seeks to complete what these did not achieve, particularly in reaching the most vulnerable.

17. In its scope, however, the framework we are announcing today goes far beyond the MDGs. Alongside continuing development priorities such as poverty eradication, health, education and food security and nutrition, it sets out a wide range of economic, social and environmental objectives. It also promises more peaceful and inclusive societies. It also, crucially, defines means of implementation. Reflecting the integrated approach that we have decided on, there are deep interconnections and many cross-cutting elements across the new Goals and targets.

The new Agenda

18. We are announcing today 17 Sustainable Development Goals with 169 associated targets which are integrated and indivisible. Never before have world leaders pledged common action and endeavour across such a broad and universal policy agenda. We are setting out together on the path towards sustainable development, devoting ourselves collectively to the pursuit of global development and of "win-win" cooperation which can bring huge gains to all countries and all parts of the world. We reaffirm that every State has, and shall freely exercise, full permanent sovereignty over all its wealth, natural resources and economic activity. We will implement the Agenda for the full benefit of all, for today's generation and for future generations. In doing so, we reaffirm our commitment to international law and emphasize that the Agenda is to be implemented in a manner that is consistent with the rights and obligations of states under international law.

19. We reaffirm the importance of the Universal Declaration of Human Rights, as well as other international instruments relating to human rights and international law. We emphasize the responsibilities of all States, in conformity with the Charter of the United Nations, to respect, protect and promote human rights and fundamental freedoms for all, without distinction of any kind as to race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth, disability or other status.

20. Realizing gender equality and the empowerment of women and girls will make a crucial contribution to progress across all the Goals and targets. The achievement of full human potential and of sustainable development is not possible if one half of humanity continues to be denied its full human rights and opportunities. Women and girls must enjoy equal access to quality education, economic resources and political participation as well as equal opportunities with men and boys for employment, leadership and decision-making at all levels. We will work for a significant increase in investments to close the gender gap and strengthen support for institutions in relation to gender equality and the empowerment of women at the global, regional and national levels. All forms of discrimination and violence against women and girls will be eliminated, including through the engagement of men and boys. The systematic mainstreaming of a gender perspective in the implementation of the Agenda is crucial.

21. The new Goals and targets will come into effect on 1 January 2016 and will guide the decisions we take over the next fifteen years. All of us will work to implement the Agenda within our own countries and at the regional and global levels, taking into account different national realities, capacities and levels of development and respecting national policies and priorities We will respect national policy space for sustained, inclusive and sustainable economic growth, in particular for developing states, while remaining consistent with relevant international rules and commitments. We acknowledge also the importance of the regional and sub-regional dimensions, regional economic integration and interconnectivity in sustainable development. Regional and sub-regional frameworks can facilitate the effective translation of sustainable development policies into concrete action at national level.

22. Each country faces specific challenges in its pursuit of sustainable development. The most vulnerable countries and, in particular, African countries, least developed countries, landlocked developing countries and small island developing states deserve special attention, as do countries in situations of conflict and post-conflict countries. There are also serious challenges within many middle-income countries.

23. People who are vulnerable must be empowered. Those whose needs are reflected in the Agenda include all children, youth, persons with disabilities (of whom more than 80% live in poverty), people living with HIV/AIDS, older persons, indigenous peoples, refugees and internally displaced persons and migrants. We resolve to take further effective measures and actions, in conformity with international law, to remove obstacles and constraints, strengthen support and meet the special needs of people living in areas affected by complex humanitarian emergencies and in areas affected by terrorism.

24. We are committed to ending poverty in all its forms and dimensions, including by eradicating extreme poverty by 2030. All people must enjoy a basic standard of living, including through social protection systems. We are also determined to end hunger and to achieve food security as a matter of priority and to end all forms of malnutrition. In this regard, we reaffirm the important role and inclusive nature of the Committee on World Food Security and welcome the Rome Declaration on Nutrition and Framework for Action. We will devote resources to developing rural areas and sustainable agriculture and fisheries, supporting smallholder farmers, especially women farmers, herders and fishers in developing countries, particularly least developed countries.

25. We commit to providing inclusive and equitable quality education at all levels - early childhood, primary, secondary, tertiary, technical and vocational training. All people, irrespective of sex, age, race, ethnicity, and persons with disabilities, migrants, indigenous peoples, children and youth, especially those in vulnerable situations, should have access to life-long learning opportunities that help them acquire the knowledge and skills needed to exploit opportunities and to participate fully in society. We will strive to provide children and youth with a nurturing environment for the full realization of their rights and capabilities, helping our countries to reap the demographic dividend including through safe schools and cohesive communities and families.

26. To promote physical and mental health and well-being, and to extend life expectancy for all, we must achieve universal health coverage and access to quality health care. No one must be left behind. We commit to accelerating the progress made to date in reducing newborn, child and maternal mortality by ending all such preventable deaths before 2030. We are committed to ensuring universal access to sexual and reproductive health-care services, including for family planning, information and education. We will equally accelerate the pace of progress made in fighting malaria, HIV/AIDS, tuberculosis, hepatitis, Ebola and other communicable diseases and epidemics, including by addressing growing anti-microbial resistance and the problem of unattended diseases affecting developing countries. We are committed to the prevention and treatment of non-communicable diseases, including behavioural, developmental and neurological disorders, which constitute a major challenge for sustainable development.

27. We will seek to build strong economic foundations for all our countries. Sustained, inclusive and sustainable economic growth is essential for prosperity. This will only be possible if wealth is shared and income inequality is addressed. We will work to build dynamic, sustainable, innovative and people-centred economies, promoting youth employment and women's economic empowerment, in particular, and decent work for all. We will eradicate forced labour and human trafficking and end child labour in all its forms. All countries stand to benefit from having a healthy and well-educated workforce with the knowledge and skills needed for productive and fulfilling work and full participation in society. We will strengthen the productive capacities of least-developed countries in all sectors, including through structural transformation. We will adopt policies which increase productive capacities, productivity and productive employment; financial inclusion; sustainable agriculture, pastoralist and fisheries development; sustainable industrial development; universal access to affordable, reliable, sustainable and modern energy services; sustainable transport systems; and quality and resilient infrastructure.

28. We commit to making fundamental changes in the way that our societies produce and consume goods and services. Governments, international organizations, the business sector and other non-state actors and individuals must contribute to changing unsustainable consumption and production patterns, including through the mobilization, from all sources, of financial and technical assistance to strengthen developing countries' scientific, technological and innovative capacities to move towards more sustainable patterns of consumption and production. We encourage the implementation of the 10-Year Framework of Programmes on Sustainable Consumption and Production. All countries take action, with developed countries taking the lead, taking into account the development and capabilities of developing countries.

29. We recognize the positive contribution of migrants for inclusive growth and sustainable development. We also recognize that international migration is a multi-dimensional reality of major relevance for the development of countries of origin, transit and destination, which requires coherent and comprehensive responses. We will cooperate internationally to ensure safe, orderly and regular migration involving full respect for human rights and the humane treatment of migrants regardless of migration status, of refugees and of displaced persons. Such cooperation should also strengthen the resilience of communities hosting refugees, particularly in developing countries. We underline the right of migrants to return to their country of citizenship, and recall that States must ensure that their returning nationals are duly received.

30. States are strongly urged to refrain from promulgating and applying any unilateral economic, financial or trade measures not in accordance with international law and the Charter of the United Nations that impede the full achievement of economic and social development, particularly in developing countries.

31. We acknowledge that the UNFCCC is the primary international, intergovernmental forum for negotiating the global response to climate change. We are determined to address decisively the threat posed by climate change and environmental degradation. The global nature of climate change calls for the widest possible international cooperation aimed at accelerating the reduction of global greenhouse gas emissions and addressing adaptation to the adverse impacts of climate change. We note with grave concern the significant gap between the aggregate effect of Parties' mitigation pledges in terms of global annual emissions of greenhouse gases by 2020 and aggregate emission pathways consistent with having a likely chance of holding the increase in global average temperature below 2 °C or 1.5 °C above pre-industrial levels.

32. Looking ahead to the COP21 conference in Paris in December, we underscore the commitment of all States to work for an ambitious and universal climate agreement. We reaffirm that the protocol, another legal instrument or agreed outcome with legal force under the Convention applicable to all Parties shall address in a balanced manner, inter alia, mitigation, adaptation, finance, technology development and transfer, and capacity-building, and transparency of action and support.

33. We recognise that social and economic development depends on the sustainable management of our planet's natural resources. We are therefore determined to conserve and sustainably use oceans and seas, freshwater resources, as well as forests, mountains and drylands and to protect biodiversity, ecosystems and wildlife. We are also determined to promote sustainable tourism, tackle water scarcity and water pollution, to strengthen cooperation on desertification, dust storms, land degradation and drought and to promote resilience and disaster risk reduction. In this regard, we look forward to COP13 of the Convention on Biological Diversity to be held in Mexico in 2016.

34. We recognize that sustainable urban development and management are crucial to the quality of life of our people. We will work with local authorities and communities to renew and plan our cities and human settlements so as to foster community cohesion and personal security and to stimulate innovation and employment. We will reduce the negative impacts of urban activities and of chemicals which are hazardous for human health and the environment, including through the environmentally sound management and safe use of chemicals, the reduction and recycling of waste and more efficient use of water and energy. And we will work to minimize the impact of cities on the global climate system. We will also take account of population trends and projections in our national, rural and urban development strategies and policies. We look forward to the upcoming United Nations Conference on Housing and Sustainable Urban Development in Quito, Ecuador.

35. Sustainable development cannot be realized without peace and security; and peace and security will be at risk without sustainable development. The new Agenda recognizes the need to build peaceful, just and inclusive societies that provide equal access to justice and that are based on respect for human rights (including the right to development), on effective rule of law and good governance at all levels and on transparent, effective and accountable institutions. Factors which give rise to violence, insecurity and injustice, such as inequality, corruption, poor governance and illicit financial and arms flows, are addressed in the Agenda. We must redouble our efforts to resolve or prevent conflict and to support post-conflict countries, including through ensuring that women have a role in peace-building and state-building. We call for further effective measures and actions to be taken, in conformity with international law, to remove the obstacles to the full realization of the right of self-determination of peoples living under colonial and foreign occupation, which continue to adversely affect their economic and social development as well as their environment.

36. We pledge to foster inter-cultural understanding, tolerance, mutual respect and an ethic of global citizenship and shared responsibility. We acknowledge the natural and cultural diversity of the world and recognize that all cultures and civilizations can contribute to, and are crucial enablers of, sustainable development.

37. Sport is also an important enabler of sustainable development. We recognize the growing contribution of sport to the realization of development and peace in its promotion of tolerance and respect and the contributions it makes to the empowerment of women and of young people, individuals and communities as well as to health, education and social inclusion objectives.

38. We reaffirm, in accordance with the Charter of the United Nations, the need to respect the territorial integrity and political independence of States.

Means of Implementation

39. The scale and ambition of the new Agenda requires a revitalized Global Partnership to ensure its implementation. We fully commit to this. This Partnership will work in a spirit of global solidarity, in particular solidarity with the poorest and with people in vulnerable situations. It will facilitate an intensive global engagement in support of implementation of all the Goals and targets, bringing together Governments, the private sector, civil society, the United Nations system and other actors and mobilizing all available resources.

40. The means of implementation targets under Goal 17 and under each SDG are key to realising our Agenda and are of equal importance with the other Goals and targets. The Agenda, including the SDGs, can be met within the framework of a revitalized global partnership for sustainable development, supported by the concrete policies and actions as outlined in the outcome document of the Third International Conference on Financing for Development, held in Addis Ababa from 13-16 July 2015. We welcome the endorsement by the General Assembly of the Addis Ababa Action Agenda, which is an integral part of the 2030 Agenda for Sustainable Development. We recognize that the full implementation of the Addis Ababa Action Agenda is critical for the realization of the Sustainable Development Goals and targets.

41. We recognize that each country has primary responsibility for its own economic and social development. The new Agenda deals with the means required for implementation of the Goals and targets. We recognize that these will include the mobilization of financial resources as well as capacity-building and the transfer of environmentally sound technologies to developing countries on favourable terms, including on concessional and preferential terms, as mutually agreed. Public finance, both domestic and international, will play a vital role in providing essential services and public goods and in catalyzing other sources of finance. We acknowledge the role of the diverse private sector, ranging from micro-enterprises to cooperatives to multinationals, and that of civil society organizations and philanthropic organizations in the implementation of the new Agenda.

42. We support the implementation of relevant strategies and programmes of action, including the Istanbul Declaration and Programme of Action, the SIDS Accelerated Modalities of Action (SAMOA) Pathway, the Vienna Programme of Action for Landlocked Developing Countries for the Decade 2014-2024, and reaffirm the importance of supporting the African Union's Agenda 2063 and the programme of the New Partnership for Africa's Development (NEPAD), all of which are integral to the new Agenda. We recognize the major challenge to the achievement of durable peace and sustainable development in countries in conflict and post-conflict situations.

43. We emphasize that international public finance plays an important role in complementing the efforts of countries to mobilize public resources domestically, especially in the poorest and most vulnerable countries with limited domestic resources. An important use of international public finance, including ODA, is to catalyse additional resource mobilization from other sources, public and private. ODA providers reaffirm their respective commitments, including the commitment by many developed countries to achieve the target of 0.7% of ODA/GNI to developing countries and 0.15% to 0.2% of ODA/GNI to least developed countries.

44. We acknowledge the importance for international financial institutions to support, in line with their mandates, the policy space of each country, in particular developing countries. We recommit to broadening and strengthening the voice and participation of developing countries - including African countries, least developed countries, land-locked developing countries, small-island developing States and middle-income countries - in international economic decision-making, norm-setting and global economic governance.

45. We acknowledge also the essential role of national parliaments through their enactment of legislation and adoption of budgets and their role in ensuring accountability for the effective implementation of our commitments. Governments and public institutions will also work closely on implementation with regional and local authorities, sub-regional institutions, international institutions, academia, philanthropic organisations, volunteer groups and others.

46. We underline the important role and comparative advantage of an adequately resourced, relevant, coherent, efficient and effective UN system in supporting the achievement of the SDGs and sustainable development. While stressing the importance of strengthened national ownership and leadership at country level, we express our support for the ongoing ECOSOC Dialogue on the longer-term positioning of the United Nations development system in the context of this Agenda.

Follow-up and review

47. Our Governments have the primary responsibility for follow-up and review, at the national, regional and global levels, in relation to the progress made in implementing the Goals and targets over the coming fifteen years. To support accountability to our citizens, we will provide for systematic follow-up and review at the various levels, as set out in this Agenda and the Addis Ababa Action Agenda. The High Level Political Forum under the auspices of the General Assembly and the Economic and Social Council will have the central role in overseeing follow-up and review at the global level.

48. Indicators are being developed to assist this work. Quality, accessible, timely and reliable disaggregated data will be needed to help with the measurement of progress and to ensure that no one is left behind. Such data is key to decision-making. Data and information from existing reporting mechanisms should be used where possible. We agree to intensify our efforts to strengthen statistical capacities in developing countries, particularly African countries, least developed countries, landlocked developing countries, small island developing States and middle-income countries. We are committed to developing broader measures of progress to complement gross domestic product (GDP).

A call for action to change our world

49. Seventy years ago, an earlier generation of world leaders came together to create the United Nations. From the ashes of war and division they fashioned this Organization and the values of peace, dialogue and international cooperation which underpin it. The supreme embodiment of those values is the Charter of the United Nations.

50. Today we are also taking a decision of great historic significance. We resolve to build a better future for all people, including the millions who have been denied the chance to lead decent, dignified and rewarding lives and to achieve their full human potential. We can be the first generation to succeed in ending poverty; just as we may be the last to have a chance of saving the planet. The world will be a better place in 2030 if we succeed in our objectives.

51. What we are announcing today - an Agenda for global action for the next fifteen years - is a charter for people and planet in the twenty-first century. Children and young women and men are critical agents of change and will find in the new Goals a platform to channel their infinite capacities for activism into the creation of a better world.

52. "We the Peoples" are the celebrated opening words of the UN Charter. It is "We the Peoples" who are embarking today on the road to 2030. Our journey will involve Governments as well as Parliaments, the UN system and other international institutions, local authorities, indigenous peoples, civil society, business and the private sector, the scientific and academic community - and all people. Millions have already engaged with, and will own, this Agenda. It is an Agenda of the people, by the people, and for the people - and this, we believe, will ensure its success.

53. The future of humanity and of our planet lies in our hands. It lies also in the hands of today's younger generation who will pass the torch to future generations. We have mapped the road to sustainable development; it will be for all of us to ensure that the journey is successful and its gains irreversible.

Sustainable Development Goals and targets

54. Following an inclusive process of intergovernmental negotiations, and based on the Proposal of the Open Working Group on Sustainable Development Goals , which includes a chapeau contextualising the latter, the following are the Goals and targets which we have agreed.

55. The SDGs and targets are integrated and indivisible, global in nature and universally applicable, taking into account different national realities, capacities and levels of development and respecting national policies and priorities. Targets are defined as aspirational and global, with each government setting its own national targets guided by the global level of ambition but taking into account national circumstances. Each government will also decide how these aspirational and global targets should be incorporated in national planning processes, policies and strategies. It is important to recognize the link between sustainable development and other relevant ongoing processes in the economic, social and environmental fields.

56. In deciding upon these Goals and targets, we recognise that each country faces specific challenges to achieve sustainable development, and we underscore the special challenges facing the most vulnerable countries and, in particular, African countries, least developed countries, landlocked developing countries and small island developing States, as well as the specific challenges facing the middle-income countries. Countries in situations of conflict also need special attention.

57. We recognize that baseline data for several of the targets remain unavailable, and we call for increased support for strengthening data collection and capacity building in Member States, to develop national and global baselines where they do not yet exist. We commit to addressing this gap in data collection so as to better inform the measurement of progress, in particular for those targets below which do not have clear numerical targets.

58. We encourage ongoing efforts by states in other fora to address key issues which pose potential challenges to the implementation of our Agenda; and we respect the independent mandates of those processes. We intend that the Agenda and its implementation would support, and be without prejudice to, those other processes and the decisions taken therein.

59. We recognise that there are different approaches, visions, models and tools available to each country, in accordance with its national circumstances and priorities, to achieve sustainable development; and we reaffirm that planet Earth and its ecosystems are our common home and that 'Mother Earth' is a common expression in a number of countries and regions.

Sustainable Development Goals

Goal 1. End poverty in all its forms everywhere

Goal 2. End hunger, achieve food security and improved nutrition and promote sustainable agriculture

Goal 3. Ensure healthy lives and promote well-being for all at all ages

Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Goal 5. Achieve gender equality and empower all women and girls

Goal 6. Ensure availability and sustainable management of water and sanitation for all

Goal 7. Ensure access to affordable, reliable, sustainable and modern energy for all

Goal 8. Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all

Goal 9. Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation

Goal 10. Reduce inequality within and among countries

Goal 11. Make cities and human settlements inclusive, safe, resilient and sustainable

Goal 12. Ensure sustainable consumption and production patterns

Goal 13. Take urgent action to combat climate change and its impacts*

Goal 14. Conserve and sustainably use the oceans, seas and marine resources for sustainable development

Goal 15. Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss

Goal 16. Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels

Goal 17. Strengthen the means of implementation and revitalize the global partnership for sustainable development

* Acknowledging that the United Nations Framework Convention on Climate Change is the primary international, intergovernmental forum for negotiating the global response to climate change.

Goal 1. End poverty in all its forms everywhere

Goal 2. End hunger, achieve food security and improved nutrition and promote sustainable agriculture

Goal 3. Ensure healthy lives and promote well-being for all at all ages

3.1 By 2030, reduce the global maternal mortality ratio to less than 70 per 100,000 live births
3.2 By 2030, end preventable deaths of newborns and children under 5 years of age, with all countries aiming to reduce neonatal mortality to at least as low as 12 per 1,000 live births and under-5 mortality to at least as low as 25 per 1,000 live births
3.3 By 2030, end the epidemics of AIDS, tuberculosis, malaria and neglected tropical diseases and combat hepatitis, water-borne diseases and other communicable diseases
3.4 By 2030, reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being
3.5 Strengthen the prevention and treatment of substance abuse, including narcotic drug abuse and harmful use of alcohol
3.6 By 2020, halve the number of global deaths and injuries from road traffic accidents
3.7 By 2030, ensure universal access to sexual and reproductive health-care services, including for family planning, information and education, and the integration of reproductive health into national strategies and programmes
3.8 Achieve universal health coverage, including financial risk protection, access to quality essential health-care services and access to safe, effective, quality and affordable essential medicines and vaccines for all
3.9 By 2030, substantially reduce the number of deaths and illnesses from hazardous chemicals and air, water and soil pollution and contamination
3.a Strengthen the implementation of the World Health Organization Framework Convention on Tobacco Control in all countries, as appropriate
3.b Support the research and development of vaccines and medicines for the communicable and non-communicable diseases that primarily affect developing countries, provide access to affordable essential medicines and vaccines, in accordance with the Doha Declaration on the TRIPS Agreement and Public Health, which affirms the right of developing countries to use to the full the provisions in the Agreement on Trade-Related Aspects of Intellectual Property Rights regarding flexibilities to protect public health, and, in particular, provide access to medicines for all
3.c Substantially increase health financing and the recruitment, development, training and retention of the health workforce in developing countries, especially in least developed countries and small island developing States
3.d Strengthen the capacity of all countries, in particular developing countries, for early warning, risk reduction and management of national and global health risks

Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Goal 5. Achieve gender equality and empower all women and girls

5.1 End all forms of discrimination against all women and girls everywhere
5.2 Eliminate all forms of violence against all women and girls in the public and private spheres, including trafficking and sexual and other types of exploitation
5.3 Eliminate all harmful practices, such as child, early and forced marriage and female genital mutilation
5.4 Recognize and value unpaid care and domestic work through the provision of public services, infrastructure and social protection policies and the promotion of shared responsibility within the household and the family as nationally appropriate
5.5 Ensure women's full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic and public life
5.6 Ensure universal access to sexual and reproductive health and reproductive rights as agreed in accordance with the Programme of Action of the International Conference on Population and Development and the Beijing Platform for Action and the outcome documents of their review conferences
5.a Undertake reforms to give women equal rights to economic resources, as well as access to ownership and control over land and other forms of property, financial services, inheritance and natural resources, in accordance with national laws
5.b Enhance the use of enabling technology, in particular information and communications technology, to promote the empowerment of women
5.c Adopt and strengthen sound policies and enforceable legislation for the promotion of gender equality and the empowerment of all women and girls at all levels

Goal 6. Ensure availability and sustainable management of water and sanitation for all

Goal 7. Ensure access to affordable, reliable, sustainable and modern energy for all

7.1 By 2030, ensure universal access to affordable, reliable and modern energy services
7.2 By 2030, increase substantially the share of renewable energy in the global energy mix
7.3 By 2030, double the global rate of improvement in energy efficiency
7.a By 2030, enhance international cooperation to facilitate access to clean energy research and technology, including renewable energy, energy efficiency and advanced and cleaner fossil-fuel technology, and promote investment in energy infrastructure and clean energy technology
7.b By 2030, expand infrastructure and upgrade technology for supplying modern and sustainable energy services for all in developing countries, in particular least developed countries, small island developing States, and land-locked developing countries, in accordance with their respective programmes of support

Goal 8. Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all

8.1 Sustain per capita economic growth in accordance with national circumstances and, in particular, at least 7 per cent gross domestic product growth per annum in the least developed countries
8.2 Achieve higher levels of economic productivity through diversification, technological upgrading and innovation, including through a focus on high-value added and labour-intensive sectors
8.3 Promote development-oriented policies that support productive activities, decent job creation, entrepreneurship, creativity and innovation, and encourage the formalization and growth of micro-, small- and medium-sized enterprises, including through access to financial services
8.4 Improve progressively, through 2030, global resource efficiency in consumption and production and endeavour to decouple economic growth from environmental degradation, in accordance with the 10-year framework of programmes on sustainable consumption and production, with developed countries taking the lead
8.5 By 2030, achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value
8.6 By 2020, substantially reduce the proportion of youth not in employment, education or training
8.7 Take immediate and effective measures to eradicate forced labour, end modern slavery and human trafficking and secure the prohibition and elimination of the worst forms of child labour, including recruitment and use of child soldiers, and by 2025 end child labour in all its forms
8.8 Protect labour rights and promote safe and secure working environments for all workers, including migrant workers, in particular women migrants, and those in precarious employment
8.9 By 2030, devise and implement policies to promote sustainable tourism that creates jobs and promotes local culture and products
8.10 Strengthen the capacity of domestic financial institutions to encourage and expand access to banking, insurance and financial services for all
8.a Increase Aid for Trade support for developing countries, in particular least developed countries, including through the Enhanced Integrated Framework for Trade-Related Technical Assistance to Least Developed Countries
8.b By 2020, develop and operationalize a global strategy for youth employment and implement the Global Jobs Pact of the International Labour Organization

Goal 9. Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation

Goal 10. Reduce inequality within and among countries

Goal 11. Make cities and human settlements inclusive, safe, resilient and sustainable

Goal 12. Ensure sustainable consumption and production patterns

12.1 Implement the 10-year framework of programmes on sustainable consumption and production, all countries taking action, with developed countries taking the lead, taking into account the development and capabilities of developing countries
12.2 By 2030, achieve the sustainable management and efficient use of natural resources
12.3 By 2030, halve per capita global food waste at the retail and consumer levels and reduce food losses along production and supply chains, including post-harvest losses
12.4 By 2020, achieve the environmentally sound management of chemicals and all wastes throughout their life cycle, in accordance with agreed international frameworks, and significantly reduce their release to air, water and soil in order to minimize their adverse impacts on human health and the environment
12.5 By 2030, substantially reduce waste generation through prevention, reduction, recycling and reuse
12.6 Encourage companies, especially large and transnational companies, to adopt sustainable practices and to integrate sustainability information into their reporting cycle
12.7 Promote public procurement practices that are sustainable, in accordance with national policies and priorities
12.8 By 2030, ensure that people everywhere have the relevant information and awareness for sustainable development and lifestyles in harmony with nature
12.a Support developing countries to strengthen their scientific and technological capacity to move towards more sustainable patterns of consumption and production
12.b Develop and implement tools to monitor sustainable development impacts for sustainable tourism that creates jobs and promotes local culture and products
12.c Rationalize inefficient fossil-fuel subsidies that encourage wasteful consumption by removing market distortions, in accordance with national circumstances, including by restructuring taxation and phasing out those harmful subsidies, where they exist, to reflect their environmental impacts, taking fully into account the specific needs and conditions of developing countries and minimizing the possible adverse impacts on their development in a manner that protects the poor and the affected communities

Goal 13. Take urgent action to combat climate change and its impacts*

13.1 Strengthen resilience and adaptive capacity to climate-related hazards and natural disasters in all countries
13.2 Integrate climate change measures into national policies, strategies and planning
13.3 Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning
13.a Implement the commitment undertaken by developed-country parties to the United Nations Framework Convention on Climate Change to a goal of mobilizing jointly $100 billion annually by 2020 from all sources to address the needs of developing countries in the context of meaningful mitigation actions and transparency on implementation and fully operationalize the Green Climate Fund through its capitalization as soon as possible
13.b Promote mechanisms for raising capacity for effective climate change-related planning and management in least developed countries and small island developing States, including focusing on women, youth and local and marginalized communities

* Acknowledging that the United Nations Framework Convention on Climate Change is the primary international, intergovernmental forum for negotiating the global response to climate change.

Goal 14. Conserve and sustainably use the oceans, seas and marine resources for sustainable development

Goal 15. Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss

15.1 By 2020, ensure the conservation, restoration and sustainable use of terrestrial and inland freshwater ecosystems and their services, in particular forests, wetlands, mountains and drylands, in line with obligations under international agreements
15.2 By 2020, promote the implementation of sustainable management of all types of forests, halt deforestation, restore degraded forests and substantially increase afforestation and reforestation globally
15.3 By 2030, combat desertification, restore degraded land and soil, including land affected by desertification, drought and floods, and strive to achieve a land degradation-neutral world
15.4 By 2030, ensure the conservation of mountain ecosystems, including their biodiversity, in order to enhance their capacity to provide benefits that are essential for sustainable development
15.5 Take urgent and significant action to reduce the degradation of natural habitats, halt the loss of biodiversity and, by 2020, protect and prevent the extinction of threatened species
15.6 Promote fair and equitable sharing of the benefits arising from the utilization of genetic resources and promote appropriate access to such resources, as internationally agreed
15.7 Take urgent action to end poaching and trafficking of protected species of flora and fauna and address both demand and supply of illegal wildlife products
15.8 By 2020, introduce measures to prevent the introduction and significantly reduce the impact of invasive alien species on land and water ecosystems and control or eradicate the priority species
15.9 By 2020, integrate ecosystem and biodiversity values into national and local planning, development processes, poverty reduction strategies and accounts
15.a Mobilize and significantly increase financial resources from all sources to conserve and sustainably use biodiversity and ecosystems
15.b Mobilize significant resources from all sources and at all levels to finance sustainable forest management and provide adequate incentives to developing countries to advance such management, including for conservation and reforestation
15.c Enhance global support for efforts to combat poaching and trafficking of protected species, including by increasing the capacity of local communities to pursue sustainable livelihood opportunities

Goal 16. Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels

16.1 Significantly reduce all forms of violence and related death rates everywhere
16.2 End abuse, exploitation, trafficking and all forms of violence against and torture of children
16.3 Promote the rule of law at the national and international levels and ensure equal access to justice for all
16.4 By 2030, significantly reduce illicit financial and arms flows, strengthen the recovery and return of stolen assets and combat all forms of organized crime
16.5 Substantially reduce corruption and bribery in all their forms
16.6 Develop effective, accountable and transparent institutions at all levels
16.7 Ensure responsive, inclusive, participatory and representative decision-making at all levels
16.8 Broaden and strengthen the participation of developing countries in the institutions of global governance
16.9 By 2030, provide legal identity for all, including birth registration
16.10 Ensure public access to information and protect fundamental freedoms, in accordance with national legislation and international agreements
16.a Strengthen relevant national institutions, including through international cooperation, for building capacity at all levels, in particular in developing countries, to prevent violence and combat terrorism and crime
16.b Promote and enforce non-discriminatory laws and policies for sustainable development

Goal 17. Strengthen the means of implementation and revitalize the global partnership for sustainable development

Finance

17.1 Strengthen domestic resource mobilization, including through international support to developing countries, to improve domestic capacity for tax and other revenue collection
17.2 Developed countries to implement fully their official development assistance commitments, including the commitment by many developed countries to achieve the target of 0.7 per cent of ODA/GNI to developing countries and 0.15 to 0.20 per cent of ODA/GNI to least developed countries; ODA providers are encouraged to consider setting a target to provide at least 0.20 per cent of ODA/GNI to least developed countries
17.3 Mobilize additional financial resources for developing countries from multiple sources
17.4 Assist developing countries in attaining long-term debt sustainability through coordinated policies aimed at fostering debt financing, debt relief and debt restructuring, as appropriate, and address the external debt of highly indebted poor countries to reduce debt distress
17.5 Adopt and implement investment promotion regimes for least developed countries

Technology

17.6 Enhance North-South, South-South and triangular regional and international cooperation on and access to science, technology and innovation and enhance knowledge sharing on mutually agreed terms, including through improved coordination among existing mechanisms, in particular at the United Nations level, and through a global technology facilitation mechanism
17.7 Promote the development, transfer, dissemination and diffusion of environmentally sound technologies to developing countries on favourable terms, including on concessional and preferential terms, as mutually agreed
17.8 Fully operationalize the technology bank and science, technology and innovation capacity-building mechanism for least developed countries by 2017 and enhance the use of enabling technology, in particular information and communications technology

Capacity-building

17.9 Enhance international support for implementing effective and targeted capacity-building in developing countries to support national plans to implement all the sustainable development goals, including through North-South, South-South and triangular cooperation

Trade

17.10 Promote a universal, rules-based, open, non-discriminatory and equitable multilateral trading system under the World Trade Organization, including through the conclusion of negotiations under its Doha Development Agenda
17.11 Significantly increase the exports of developing countries, in particular with a view to doubling the least developed countries' share of global exports by 2020
17.12 Realize timely implementation of duty-free and quota-free market access on a lasting basis for all least developed countries, consistent with World Trade Organization decisions, including by ensuring that preferential rules of origin applicable to imports from least developed countries are transparent and simple, and contribute to facilitating market access

Systemic issues
Policy and institutional coherence
17.13 Enhance global macroeconomic stability, including through policy coordination and policy coherence
17.14 Enhance policy coherence for sustainable development
17.15 Respect each country's policy space and leadership to establish and implement policies for poverty eradication and sustainable development
Multi-stakeholder partnerships
17.16 Enhance the global partnership for sustainable development, complemented by multi-stakeholder partnerships that mobilize and share knowledge, expertise, technology and financial resources, to support the achievement of the sustainable development goals in all countries, in particular developing countries
17.17 Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships
Data, monitoring and accountability
17.18 By 2020, enhance capacity-building support to developing countries, including for least developed countries and small island developing States, to increase significantly the availability of high-quality, timely and reliable data disaggregated by income, gender, age, race, ethnicity, migratory status, disability, geographic location and other characteristics relevant in national contexts
17.19 By 2030, build on existing initiatives to develop measurements of progress on sustainable development that complement gross domestic product, and support statistical capacity-building in developing countries

Means of implementation and the Global Partnership

60. We reaffirm our strong commitment to the full implementation of this new Agenda. We recognize that we will not be able to achieve our ambitious Goals and targets without a revitalized and enhanced Global Partnership and comparably ambitious means of implementation. The revitalized Global Partnership will facilitate an intensive global engagement in support of implementation of all the goals and targets, bringing together Governments, civil society, the private sector, the United Nations system and other actors and mobilizing all available resources.

61. The Agenda's Goals and targets deal with the means required to realise our collective ambitions. The means of implementation targets under each SDG and Goal 17, which are referred to above, are key to realising our Agenda and are of equal importance with the other Goals and targets. We shall accord them equal priority in our implementation efforts and in the global indicator framework for monitoring our progress.

62. This Agenda, including the SDGs, can be met within the framework of a revitalized global partnership for sustainable development, supported by the concrete policies and actions outlined in the Addis Ababa Action Agenda , which is an integral part of the 2030 Agenda for sustainable development. The Addis Ababa Action Agenda supports, complements and helps contextualize the 2030 Agenda's means of implementation targets. These relate to domestic public resources, domestic and international private business and finance, international development cooperation, international trade as an engine for development, debt and debt sustainability, addressing systemic issues and science, technology, innovation and capacity-building, and data, monitoring and follow-up.

63. Cohesive nationally owned sustainable development strategies, supported by integrated national financing frameworks, will be at the heart of our efforts. We reiterate that each country has primary responsibility for its own economic and social development and that the role of national policies and development strategies cannot be overemphasized. We will respect each country's policy space and leadership to implement policies for poverty eradication and sustainable development, while remaining consistent with relevant international rules and commitments. At the same time, national development efforts need to be supported by an enabling international economic environment, including coherent and mutually supporting world trade, monetary and financial systems, and strengthened and enhanced global economic governance. Processes to develop and facilitate the availability of appropriate knowledge and technologies globally, as well as capacity-building, are also critical. We commit to pursuing policy coherence and an enabling environment for sustainable development at all levels and by all actors, and to reinvigorating the global partnership for sustainable development.

64. We support the implementation of relevant strategies and programmes of action, including the Istanbul Declaration and Programme of Action, the SIDS Accelerated Modalities of Action (SAMOA) Pathway, the Vienna Programme of Action for Landlocked Developing Countries for the Decade 2014-2024, and reaffirm the importance of supporting the African Union's Agenda 2063 and the programme of the New Partnership for Africa's Development (NEPAD), all of which are integral to the new Agenda. We recognize the major challenge to the achievement of durable peace and sustainable development in countries in conflict and post-conflict situations.

65. We recognize that middle-income countries still face significant challenges to achieve sustainable development. In order to ensure that achievements made to date are sustained, efforts to address ongoing challenges should be strengthened through the exchange of experiences, improved coordination, and better and focused support of the United Nations Development System, the international financial institutions, regional organizations and other stakeholders.

66. We underscore that, for all countries, public policies and the mobilization and effective use of domestic resources, underscored by the principle of national ownership, are central to our common pursuit of sustainable development, including achieving the sustainable development goals. We recognize that domestic resources are first and foremost generated by economic growth, supported by an enabling environment at all levels.

67. Private business activity, investment and innovation are major drivers of productivity, inclusive economic growth and job creation. We acknowledge the diversity of the private sector, ranging from micro-enterprises to cooperatives to multinationals. We call on all businesses to apply their creativity and innovation to solving sustainable development challenges. We will foster a dynamic and well-functioning business sector, while protecting labour rights and environmental and health standards in accordance with relevant international standards and agreements and other on-going initiatives in this regard, such as the Guiding Principles on Business and Human Rights and the labour standards of ILO, the Convention on the Rights of the Child and key multilateral environmental agreements, for parties to those agreements.

68. International trade is an engine for inclusive economic growth and poverty reduction, and contributes to the promotion of sustainable development. We will continue to promote a universal, rules-based, open, transparent, predictable, inclusive, non-discriminatory and equitable multilateral trading system under the World Trade Organization (WTO), as well as meaningful trade liberalization. We call on all WTO members to redouble their efforts to promptly conclude the negotiations on the Doha Development Agenda. We attach great importance to providing trade-related capacity-building for developing countries, including African countries, least-developed countries, landlocked developing countries, small island developing states and middle-income countries, including for the promotion of regional economic integration and interconnectivity.

69. We recognize the need to assist developing countries in attaining long-term debt sustainability through coordinated policies aimed at fostering debt financing, debt relief, debt restructuring and sound debt management, as appropriate. Many countries remain vulnerable to debt crises and some are in the midst of crises, including a number of least developed countries, small-island developing States and some developed countries. We reiterate that debtors and creditors must work together to prevent and resolve unsustainable debt situations. Maintaining sustainable debt levels is the responsibility of the borrowing countries; however we acknowledge that lenders also have a responsibility to lend in a way that does not undermine a country's debt sustainability. We will support the maintenance of debt sustainability of those countries that have received debt relief and achieved sustainable debt levels.

70. We hereby launch a Technology Facilitation Mechanism which was established by the Addis Ababa Action Agenda in order to support the sustainable development goals. The Technology Facilitation Mechanism will be based on a multi-stakeholder collaboration between Member States, civil society, private sector, scientific community, United Nations entities and other stakeholders and will be composed of: a United Nations Interagency Task Team on Science, Technology and Innovation for the SDGs, a collaborative Multistakeholder Forum on Science, Technology and Innovation for the SDGs and an on-line platform.

* The United Nations Interagency Task Team on Science, Technology and Innovation for the SDGs will promote coordination, coherence, and cooperation within the UN System on STI related matters, enhancing synergy and efficiency, in particular to enhance capacity-building initiatives. The Task Team will draw on existing resources and will work with 10 representatives from the civil society, private sector, the scientific community, to prepare the meetings of the Multistakeholder Forum on Science, Technology and Innovation for the SDGs, as well as in the development and operationalization of the on-line platform, including preparing proposals for the modalities for the Forum and the on-line platform. The 10 representatives will be appointed by the Secretary General, for periods of two years. The Task Team will be open to the participation of all UN agencies, funds and programmes, and ECOSOC functional commissions and it will initially be composed by the entities that currently integrate the informal working group on technology facilitation, namely: UN Department of Economic and Social Affairs, United Nations Environment Programme, UNIDO, United Nations Educational Scientific and Cultural Organization, UNCTAD, International Telecommunication Union, WIPO and the World Bank.
* The on-line platform will be used to establish a comprehensive mapping of, and serve as a gateway for, information on existing STI initiatives, mechanisms and programmes, within and beyond the UN. The on-line platform will facilitate access to information, knowledge and experience, as well as best practices and lessons learned, on STI facilitation initiatives and policies. The online platform will also facilitate the dissemination of relevant open access scientific publications generated worldwide. The on-line platform will be developed on the basis of an independent technical assessment which will take into account best practices and lessons learned from other initiatives, within and beyond the United Nations, in order to ensure that it will complement, facilitate access to and provide adequate information on existing STI platforms, avoiding duplications and enhancing synergies.
* The Multi-stakeholder Forum on Science Technology and Innovation for the SDGs will be convened once a year, for a period of two days, to discuss STI cooperation around thematic areas for the implementation of the SDGs, congregating all relevant stakeholders to actively contribute in their area of expertise. The Forum will provide a venue for facilitating interaction, matchmaking and the establishment of networks between relevant stakeholders and multi- stakeholder partnerships in order to identify and examine technology needs and gaps, including on scientific cooperation, innovation and capacity building, and also in order to help facilitate development, transfer and dissemination of relevant technologies for the SDGs. The meetings of the Forum will be convened by the President of the ECOSOC before the meeting of the High Level Political Forum under the auspices of ECOSOC or, alternatively, in conjunction with other fora or conferences, as appropriate, taking into account the theme to be considered and on the basis of a collaboration with the organizers of the other fora or conference. The meetings of the Forum will be co-chaired by two Member States and will result in a summary of discussions elaborated by the two co-chairs, as an input to the meetings of the High Level Political Forum, in the context of the follow-up and review of the implementation of the Post-2015 Development Agenda.
* The meetings of the HLPF will be informed by the summary of the Multistakeholder Forum. The themes for the subsequent Multistakeholder Forum on Science Technology and Innovation for the SDGs will be considered by the High Level Political Forum on sustainable development, taking into account expert inputs from the Task Team.

71. We reiterate that this Agenda and the Sustainable Development Goals and targets, including the means of implementation are universal, indivisible and interlinked.

Follow-up and review

72. We commit to engage in systematic follow-up and review of implementation of this Agenda over the next fifteen years. A robust, voluntary, effective, participatory, transparent and integrated follow-up and review framework will make a vital contribution to implementation and will help countries to maximize and track progress in implementing this Agenda in order to ensure that no one is left behind.

73. Operating at the national, regional and global levels, it will promote accountability to our citizens, support effective international cooperation in achieving this Agenda and foster exchanges of best practices and mutual learning. It will mobilize support to overcome shared challenges and identify new and emerging issues. As this is a universal Agenda, mutual trust and understanding among all nations will be important.

74. Follow-up and review processes at all levels will be guided by the following principles:

a. They will be voluntary and country-led, will take into account different national realities, capacities and levels of development and will respect policy space and priorities. As national ownership is key to achieving sustainable development, the outcome from national level processes will be the foundation for reviews at regional and global levels, given that the global review will be primarily based on national official data sources.
b. They will track progress in implementing the universal Goals and targets, including the means of implementation, in all countries in a manner which respects their universal, integrated and interrelated nature and the three dimensions of sustainable development.
c. They will maintain a longer-term orientation, identify achievements, challenges, gaps and critical success factors and support countries in making informed policy choices. They will help mobilize the necessary means of implementation and partnerships, support the identification of solutions and best practices and promote coordination and effectiveness of the international development system.
d. They will be open, inclusive, participatory and transparent for all people and will support the reporting by all relevant stakeholders.
e. They will be people-centred, gender-sensitive, respect human rights and have a particular focus on the poorest, most vulnerable and those furthest behind.
f. They will build on existing platforms and processes, where these exist, avoid duplication and respond to national circumstances, capacities, needs and priorities. They will evolve over time, taking into account emerging issues and the development of new methodologies, and will minimize the reporting burden on national administrations.
g. They will be rigorous and based on evidence, informed by country-led evaluations and data which is high-quality, accessible, timely, reliable and disaggregated by income, sex, age, race, ethnicity, migration status, disability and geographic location and other characteristics relevant in national contexts.
h. They will require enhanced capacity-building support for developing countries, including the strengthening of national data systems and evaluation programs, particularly in African countries, LDCs, SIDS and LLDCs and middle-income countries.
i. They will benefit from the active support of the UN system and other multilateral institutions.

75. The Goals and targets will be followed-up and reviewed using a set of global indicators. These will be complemented by indicators at the regional and national levels which will be developed by member states, in addition to the outcomes of work undertaken for the development of the baselines for those targets where national and global baseline data does not yet exist. The global indicator framework, to be developed by the Inter Agency and Expert Group on SDG Indicators, will be agreed by the UN Statistical Commission by March 2016 and adopted thereafter by the Economic and Social Council and the General Assembly, in line with existing mandates. This framework will be simple yet robust, address all SDGs and targets including for means of implementation, and preserve the political balance, integration and ambition contained therein.

76. We will support developing countries, particularly African countries, LDCs, SIDS and LLDCs, in strengthening the capacity of national statistical offices and data systems to ensure access to high-quality, timely, reliable and disaggregated data. We will promote transparent and accountable scaling-up of appropriate public-private cooperation to exploit the contribution to be made by a wide range of data, including earth observation and geo-spatial information, while ensuring national ownership in supporting and tracking progress.

77. We commit to fully engage in conducting regular and inclusive reviews of progress at sub-national, national, regional and global levels. We will draw as far as possible on the existing network of follow-up and review institutions and mechanisms. National reports will allow assessments of progress and identify challenges at the regional and global level. Along with regional dialogues and global reviews, they will inform recommendations for follow-up at various levels.

National level

78. We encourage all member states to develop as soon as practicable ambitious national responses to the overall implementation of this Agenda. These can support the transition to the SDGs and build on existing planning instruments, such as national development and sustainable development strategies, as appropriate.

79. We also encourage member states to conduct regular and inclusive reviews of progress at the national and sub-national levels which are country-led and country-driven. Such reviews should draw on contributions from indigenous peoples, civil society, the private sector and other stakeholders, in line with national circumstances, policies and priorities. National parliaments as well as other institutions can also support these processes.

Regional level

80. Follow-up and review at the regional and sub-regional levels can, as appropriate, provide useful opportunities for peer learning, including through voluntary reviews, sharing of best practices and discussion on shared targets. We welcome in this respect the cooperation of regional and sub-regional commissions and organizations. Inclusive regional processes will draw on national-level reviews and contribute to follow-up and review at the global level, including at the High Level Political Forum on sustainable development (HLPF).

81. Recognizing the importance of building on existing follow-up and review mechanisms at the regional level and allowing adequate policy space, we encourage all member states to identify the most suitable regional forum in which to engage. UN regional commissions are encouraged to continue supporting member states in this regard.

Global level

82. The HLPF will have a central role in overseeing a network of follow-up and review processes at the global level, working coherently with the General Assembly, ECOSOC and other relevant organs and forums, in accordance with existing mandates. It will facilitate sharing of experiences, including successes, challenges and lessons learned, and provide political leadership, guidance and recommendations for follow-up. It will promote system-wide coherence and coordination of sustainable development policies. It should ensure that the Agenda remains relevant and ambitious and should focus on the assessment of progress, achievements and challenges faced by developed and developing countries as well as new and emerging issues. Effective linkages will be made with the follow-up and review arrangements of all relevant UN Conferences and processes, including on LDCs, SIDS and LLDCs.

83. Follow-up and review at the HLPF will be informed by an annual SDG Progress Report to be prepared by the Secretary General in cooperation with the UN System, based on the global indicator framework and data produced by national statistical systems and information collected at the regional level. The HLPF will also be informed by the Global Sustainable Development Report, which shall strengthen the science-policy interface and could provide a strong evidence-based instrument to support policy-makers in promoting poverty eradication and sustainable development. We invite the President of ECOSOC to conduct a process of consultations on the scope, methodology and frequency of the Report as well as its relation to the SDG Progress Report, the outcome of which should be reflected in the Ministerial Declaration of the HLPF session in 2016.

84. The HLPF, under the auspices of ECOSOC, shall carry out regular reviews, in line with Resolution 67/290. Reviews will be voluntary, while encouraging reporting, and include developed and developing countries as well as relevant UN entities and other stakeholders, including civil society and the private sector. They shall be state-led, involving ministerial and other relevant high-level participants. They shall provide a platform for partnerships, including through the participation of major groups and other relevant stakeholders.

85. Thematic reviews of progress on the Sustainable Development Goals, including cross-cutting issues, will also take place at the HLPF. These will be supported by reviews by the ECOSOC functional commissions and other inter-governmental bodies and forums which should reflect the integrated nature of the goals as well as the interlinkages between them. They will engage all relevant stakeholders and, where possible, feed into, and be aligned with, the cycle of the HLPF.

86. We welcome, as outlined in the Addis Ababa Action Agenda, the dedicated follow-up and review for the Financing for Development outcomes as well as all the means of implementation of the SDGs which is integrated with the follow-up and review framework of this Agenda. The intergovernmentally agreed conclusions and recommendations of the annual ECOSOC Forum on Financing for Development will be fed into the overall follow-up and review of the implementation of this Agenda in the HLPF.

87. Meeting every four years under the auspices of the General Assembly, the HLPF will provide high-level political guidance on the Agenda and its implementation, identify progress and emerging challenges and mobilize further actions to accelerate implementation. The next HLPF, under the auspices of the General Assembly, will take place in 2019, with the cycle of meetings thus reset, in order to maximize coherence with the Quadrennial Comprehensive Policy Review process.

88. We also stress the importance of system-wide strategic planning, implementation and reporting in order to ensure coherent and integrated support to implementation of the new Agenda by the UN development system. The relevant governing bodies should take action to review such support to implementation and to report on progress and obstacles. We welcome the ongoing ECOSOC Dialogues on the longer term positioning of the UN development system and look forward to taking action on these issues, as appropriate.

89. The HLPF will support participation in follow-up and review processes by the major groups and other relevant stakeholders in line with Resolution 67/290. We call on these actors to report on their contribution to the implementation of the Agenda.

90. We request the Secretary General, in consultation with Member States, to prepare a report, for consideration at the 70th session of the General Assembly in preparation for the 2016 meeting of the HLPF, which outlines critical milestones towards coherent efficient, and inclusive follow-up and review at the global level. This report should include a proposal on the organizational arrangements for state-led reviews at the HLPF under the auspices of ECOSOC, including recommendations on a voluntary common reporting guidelines. It should clarify institutional responsibilities and provide guidance on annual themes, on a sequence of thematic reviews, and on options for periodic reviews for the HLPF.

91. We reaffirm our unwavering commitment to achieving this Agenda and utilizing it to the full to transform our world for the better by 2030.

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Transforming our world: the 2030 Agenda for Sustainable Development

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Preamble This Agenda is a plan of action for people, planet and prosperity. It also seeks to strengthen universal peace in larger freedom. We recognise that eradicating poverty in all its forms and dimensions, including extreme poverty, is the greatest global challenge and an indispensable requirement for sustainable development.

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https://sdgs.un.org/goals

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https://padlet.com/vihaanchavan/udibc72cn253vycl

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https://slidetodoc.com/sustainable-development-goals-ideas-for-projects-thimun-qatar/

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SUSTAINABLE DEVELOPMENT GOALS IDEAS FOR PROJECTS THIMUN QATAR

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SUSTAINABLE DEVELOPMENT GOALS IDEAS FOR PROJECTS

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https://www.bechtel.com/blog/tags/2030-sdg-goals/

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https://www.bechtel.com/blog/sustainability/april-2017/whats-next-bechtels-sustainability/

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https://app.participate.com/pages/goal-4-quality-education

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Online Databases & Periodicals

Students of NIFT have access to innumerable electronic journals and magazines through portals of the online databases and periodical publishers subscribed by NRC for all the NIFT Campuses. Following are the details about the subscribed online databases. Additional online journals and magazines generally with print versions are subscribed locally by the Resource Centres.

Fashion Studies

Berg Fashion Library
https://www.bloomsburyfashioncentral.com
Berg Fashion Library is an online database of the Bloomsbury Fashion Central portal that offers fully cross-searchable access to an expanding range of Berg content collections - including the Berg Encyclopedia of World Dress and Fashion online, e-books, reference works, images, and much more. It is inter-disciplinary in its coverage - besides fashion and textiles it covers disciplines such as anthropology, art history, history, sociology, geography, folklore, museum studies, theater and cultural studies.
Bloomsbury Fashion Business Cases *
This digital resource is global in focus and presents real-world cases on challenges facing the business of fashion, tackling important issues such as sustainability, technology, ethics, and leadership. This database is tailored to provide the tools to students to steer them in their transition to a career in fashion.
FairChild Books Library
Fairchild Books Library is a repository of e-books published by the world's leading higher education fashion textbook publisher, Fairchild Books. The topics covered are related to fashion only and include construction, draping, fashion business management, history, illustration, journalism, marketing, promotion, theory, pattern making, styling, product development, sustainable fashion, textiles, and more. Select full text journals from publishers/service providers* :
Art, Design and Communication

Art & Architecture Source *
This is a comprehensive database from EBSCO providing full-text coverage to hundreds of periodicals and books , as well as cover-to-cover indexes and abstracts for nearly a thousand publications including academic journals, magazines, trade publications and books. This database covers a wide range of pertinent subjects, including antiques, art and art history, design, interior and landscape design, and much more.
Bloomsbury Design Library*
Bloomsbury Design Library provides coverage to design and crafts worldwide from ancient to the contemporary period. It offers authoritative references to contents from books and other print resources along with collections of leading museums. This repository serves as a research tool for design and visual arts as it explores the history and context of influential design schools, people, periods, places, and disciplines.
Bloomsbury Applied Visual Arts
https://www.bloomsburyappliedvisualarts.com/login?recentUrl=/
This database from Bloomsbury serves as a guide to visual arts education and combines visual inspiration with practical advice on everything from idea generation and research techniques to portfolio development.
Fashion Photography Archive
https://www.bloomsburyfashioncentral.com/
This photo archive from Bloomsbury offers access to more than 750,000 digitized and high-quality images that feature forty years of contemporary fashion history along with a timeline, lesson plans, and videos. This archive is curated by Editor-in-Chief Valerie Steele, Director of the Museum at FIT in New York.. Select full text journals from publishers/service providers*
Apparel and Textile Industry

FairChild Books Library
https://www.bloomsburyfashioncentral.com/
Fairchild Books Library is a repository of e-books published by the world's leading higher education fashion textbook publisher, Fairchild Books. This database includes eBooks related to the fashion industry covering construction, draping, fashion business management, journalism, marketing, promotion, theory, pattern making, styling, product development, sustainable fashion and textiles, and more. Textile Technology Complete * This extensive resource provides coverage of the scientific and technological aspects of textile production and processing. Formerly the Institute of Textile Technology's Textile Technology Digest, this database traces the body of knowledge in Textile Science and Technology as far back as the early years of the 20th century. Select full text journals from publishers/service providers* :
Humanities & Social Sciences

JSTOR*
JSTOR is a leading full-text and multi-disciplinary digital database. The disciplines covered range from art, architecture, culture, media, to psychology, philosophy, economics, business studies and related areas. The subscribed JSTOR package offers access to more than 2300 academic journals and more than 2 million primary sources.
Management & Technology

ABI/Inform Collection *
ABI/Inform Collection database from Proquest includes ABI/INFORM Dateline, ABI/INFORM Global, and ABI/INFORM Trade & Industry. It provides online access to thousands of business, management and technology periodicals in full text and abstracts. The service provides in depth coverage of business conditions, trends, corporate strategies and wide variety of other business topics. Students and researchers can access leading global industry news databases, market research and analysis for the apparel, textile and footwear sectors such as Just series available in ABI/INFORM.
Business Source Complete *
Business Source Complete is a business research database, featuring the full text articles from leading scholarly business journals. Searchable cited references with abstracts are available for many more scholarly journals back as far as 1886. Additional full text, non-journal content includes financial data, books, monographs, major reference works, book digests, conference proceedings, case studies, investment research reports, industry reports, market research reports, country reports, company profiles, SWOT analyses and more.
Bloomsbury Fashion Business Cases *
This digital resource is global in focus and presents real-world cases on challenges facing the business of fashion, tackling important issues such as sustainability, technology, ethics, and leadership. This database is tailored to provide the tools to students to steer them in their transition to a career in fashion.
General News and other topics

Magzter/Edzter (for remote access)*
http://library.magzter.com / https://www.edzter.com/ Magzter is a leading cross platform global digital magazine newsstand that provides access to newspapers and magazines in multiple languages on diverse topics ranging from business to lifestyle, photography and general news from a large number of publishers. Please use the Edzter platform for remote/off-campus access to Magzter periodicals.
*Kindly contact your Resource Centre for further details about access.

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Online Databases & Periodicals Students of NIFT have access to innumerable electronic journals and magazines through portals of the online databases and periodical publishers subscribed by NRC for all the NIFT Campuses. Following are the details about the subscribed online databases. Additional online journals and magazines generally with print versions are subscribed locally by the Resource Centres.

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22 Strategies For Learning Through Conversation

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22 Strategies For Learning Through Conversation

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In addition to talking to each other in these strategies for learning through conversation, students talk to ideas--and the ideas talk back.

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Help students have constructive discussions that represent differing perspectives.

When highly charged events happen in the world, it's not always easy for classroom teachers to help their students make sense of things. But whether it's raw emotions that surface during civil unrest or the human suffering associated with natural disasters, students benefit from constructive discussions about sensitive issues.

In fact, research shows that discussing conflicts is good for students both cognitively and developmentally. This research holds that learning takes place under these conditions:

All students have ample opportunities to explore and explain various views through perspective-taking approaches.

Teachers ensure that different points of view are listened to, and then confronted.

Teachers encourage controversy while stressing cooperative contexts.

Perspective Taking Activities for Students

To introduce a controversial issue that's in the news, I begin with a common text where I model summary skills to the whole class and add pertinent background information. On particularly complex issues, the next step might be for the class to engage in the " Circle of Viewpoints" Visible Thinking routine from Harvard's Project Zero, which encourages students to consider diverse perspectives by envisioning the questions that different stakeholders might have.

For example, incidents where people of color -- including young people of color -- have been killed by police have been prominent in the news. During class, I've used the "Circle of Viewpoints" routine to have students try to imagine these tragedies from the various perspectives of community members, for example a sibling of one of the victims, the son or daughter of a law enforcement official, a local business owner, a neighborhood activist, etc. An activity like this helps students move beyond their initial bias about the issue and see things from a broader perspective.

Finding and Analyzing Media Texts

The texts and multimedia stories I use for the activity described above often come from the Discussions section of KQED Learn, a program that aims to build students' civic engagement and digital literacy.

For example, the KQED Learn discussion titled Should the U.S. have Universal Healthcare? has stories from nine different sources offering a mix of perspectives on the issue, such as the OECD, Harvard Health, and the Heritage Foundation. The sources themselves offer a mix of video, text, infographics, and data sets which would integrate well with informational writing units.

Another site I use in my class is ProCon.org, which aims for an informed citizenry by presenting multiple sides of controversial issues in a nonpartisan format. For media literacy teaching resources, you can go to the Media Education Lab's Teaching Resources page, and of course Common Sense Education's Digital Citizenship Curriculum. If you're looking to help students decode political language, check out the Teen Fact-Checking Network from Poynter and Media Wise, as well as FactCheck.org and PolitiFact.

When exploring conflict, students learn best when they rely on others for crucial information; it has also been shown that students learn least when they avoid conflict altogether or merely acquiesce.

Confrontation in a Cooperative Context

Sociocognitive conflict research shows that students learn better when teachers create resource interdependence, where members of the class receive only part of the total information and access the rest through other class members. This is opposed to resource independence, where students have access to all the information before the discussion and so possess identical texts. When exploring conflict, students learn best when they rely on others for crucial information; it has also been shown that students learn least when they avoid conflict altogether or merely acquiesce.

One such powerful cooperative approach to controversial issues is known as constructive controversy, where students are given articles that take different positions on a pro-con type issue and then go through the following process: 1. prepare a persuasive case for their position, 2. present their position in a compelling and interesting way, 3. refute the opposing position while rebutting criticisms of their position, 4. take the opposing perspectives, and 5. derive a synthesis or integration of the positions with a partner who began arguing from the opposite perspective. For details, see Johnson and Johnson's book, Creative Controversy: Intellectual Challenge in the Classroom.

We need to be prepared to show [our students] how to have constructive discussions that represent differing perspectives, and then show them ways to effect positive change in their world.

As a result of the activities described above, it's possible that your students will want to take some kind of action or become politically involved in a cause. A way to start is to help students think about audience. One thing I do is show my students how to write a letter to an elected official. Sometimes, this literally takes on the form of a letter sent via the U.S. mail; other times, it results in a more open video statement from students to elected officials and stakeholders in general.

The issues we and our students deal with can be complex and overwhelming. We need to be prepared to show them how to have constructive discussions that represent differing perspectives, and then show them ways to effect positive change in their world.

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Learning from Conflict: Discussing Controversial Issues in the Classroom | Common Sense Education

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When highly charged events happen in the world, it's not always easy for classroom teachers to help their students make sense of things. But whether it's raw emotions that surface during civil unrest or the human suffering associated with natural disasters, students benefit from constructive discussions about sensitive issues.

# data[].attributes.attachment_link.readable_text
Help students have constructive discussions that represent differing perspectives.

When highly charged events happen in the world, it's not always easy for classroom teachers to help their students make sense of things. But whether it's raw emotions that surface during civil unrest or the human suffering associated with natural disasters, students benefit from constructive discussions about sensitive issues.

In fact, research shows that discussing conflicts is good for students both cognitively and developmentally. This research holds that learning takes place under these conditions: Teachers give all students ample opportunity to explain various views through perspective-taking approaches, we make sure different points of view are listened to and then confronted, and we encourage controversy while stressing cooperative contexts.

Perspective Taking

To introduce a controversial issue that's in the news, I begin with a common text where I model summary skills to the whole class and add pertinent background information. On particularly complex issues, the next step might be for the class to engage in the Visible Thinking routine, Circle of Viewpoints, which encourages students to consider diverse perspectives by envisioning the questions that different stakeholders might have.

For example, in the past couple of years, stories have regularly appeared in the news regarding young people of color who have been killed by police. During one class last year, I used the Circle of Viewpoints to have students try to imagine these tragedies from the various perspectives of community members, for example a sibling of one of the victims, the son or daughter of a law enforcement official, a local business owner, a neighborhood activist, etc. An activity like this helps students move beyond their initial bias about the issue and see things from a broader perspective.

Finding and Analyzing Media Texts

The texts and multimedia stories that I use for the activity described above often come from the KQED Do Now resources, a program that aims to build civic engagement and digital literacy in students.

For example, the Do Now resources page for income inequality has stories from four different sources and a mix of video, text, infographics, and data sets. Another site I use in my class is ProCon.org, which aims for an informed citizenry by presenting multiple sides of controversial issues in a nonpartisan format. In addition to the Digital Literacy and Citizenship Classroom Curriculum from Common Sense, one more place to go for guidance is the 5 Key Questions from the Center for Media Literacy and their YouTube channel. For help decoding political language, check out FactCheck.org and PolitiFact.

When exploring conflict, students learn best when they rely on others for crucial information; it has also been shown that students learn least when they avoid conflict altogether or merely acquiesce.

Confrontation in a Cooperative Context

Sociocognitive conflict research shows that students learn better when teachers create resource interdependence, where members of the class receive only part of the total information and access the rest through other class members. This is opposed to resource independence, where students have access to all the information before the discussion and so possess identical texts. When exploring conflict, students learn best when they rely on others for crucial information; it has also been shown that students learn least when they avoid conflict altogether or merely acquiesce.

One such powerful cooperative approach to controversial issues is known as constructive controversy, where students are given articles that take different positions on a pro-con type issue and then go through the following process: 1. prepare a persuasive case for their position, 2. present their position in a compelling and interesting way, 3. refute the opposing position while rebutting criticisms of their position, 4. take the opposing perspectives, and 5. derive a synthesis or integration of the positions with a partner who began arguing from the opposite perspective. For details, see Johnson and Johnson's book, Creative Controversy: Intellectual Challenge in the Classroom.

We need to be prepared to show [our students] how to have constructive discussions that represent differing perspectives, and then show them ways to effect positive change in their world.

As a result of the activities described above, it's possible that your students will want to take some kind of action or become politically involved in a cause. A way to start is to help students think about audience. One thing I do is show my students how to write a letter to an elected official. Sometimes, this literally takes on the form of a letter sent via the U.S. mail; other times, it results in a more open video statement from students to elected officials and stakeholders in general.

The issues we and our students deal with can be complex and overwhelming. We need to be prepared to show them how to have constructive discussions that represent differing perspectives, and then show them ways to effect positive change in their world.

Photo "_MG_8944" by Basil-Malik. Used under a CC BY-NC-ND 2.0 license.

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Learning from Conflict: Discussing Controversial Issues in the Classroom | Common Sense Education

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When highly charged events happen in the world, it's not always easy for classroom teachers to help their students make sense of things. But whether it's raw emotions that surface during civil unrest or the human suffering associated with natural disasters, students benefit from constructive discussions about sensitive issues.

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Can handwritten documents be checked for plagiarism?

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Gutenberg.org * Audio Books for Free * Librivox.org * Lit2Go * Podiobooks * More ...

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Gutenberg.org * Audio Books for Free * Librivox.org * Lit2Go * Podiobooks * More ...

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BBC - Drama - 60 Second Shakespeare - Shakespeare's plays, themes and characters

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60 Second Shakespeare - at a glance guides to the themes and characters of Shakespeare's major plays

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BBC - Drama - 60 Second Shakespeare - Shakespeare's plays, themes and characters

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60 Second Shakespeare - at a glance guides to the themes and characters of Shakespeare's major plays

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The Vampyre is a short novel written by John William Polidori and is a progenitor of the romantic vampire genre of fantasy fiction.

The Vampyre was first published on April 1, 1819, by Colburn in the New Monthly Magazine with the false attribution "A Tale by Lord Byron." The name of the work's protagonist, "Lord Ruthven", added to this assumption, for that name was originally used in Lady Caroline Lamb's novel Glenarvon, in which a thinly-disguised Byron figure was also named Lord Ruthven. Despite repeated denials by Byron and Polidori, the authorship often went unclarified.

The novel was an immediate popular success, partly because of the Byron attribution and partly because it exploited the gothic horror predilections of the public. Polidori transformed the vampire from a character in folklore into the form we recognize today-an aristocratic fiend who preys among high society.

Vanity Fair is a 19th century social satire by William Makepeace Thackeray. The novel follows the adventures and dealings of Becky Sharp and Amelia Sedley.

Gulliver's Travels (1726, amended 1735), officially Travels into Several Remote Nations of the World, is a novel by Jonathan Swift that is both a satire on human nature and a parody of the "travellers' tales" literary sub-genre. It is widely considered Swift's magnum opus (masterpiece) and is his most celebrated work, as well as one of the indisputable classics of English literature.

The book became tremendously popular as soon as it was published (Alexander Pope stated that "it is universally read, from the cabinet council to the nursery"), and it is likely that it has never been out of print since then. George Orwell declared it to be among the six most indispensable books in world literature. It is claimed the inspiration for Gulliver came from the sleeping giant profile of the Cavehill in Belfast.

My Bondage and My Freedom is an autobiographical slave narrative written by Frederick Douglass and published in 1855. It is the second of three autobiographies written by Douglass, and is mainly an expansion of his first (Narrative of the Life of Frederick Douglass), discussing in greater detail his transition from bondage to liberty. Douglass, a former slave, following his liberation went on to become a prominent abolitionist, speaker, author, and publisher.

The Souls of Black Folk is a classic work of African-American literature by activist W.E.B. Du Bois. The book, published in 1903, contains several essays on race, some of which had been previously published in Atlantic Monthly magazine. Du Bois drew from his own experiences to develop this groundbreaking work on being African-American in American society. Outside of its notable place in African-American history, The Souls of Black Folk also holds an important place in social science as one of the early works to deal with sociology.

Twenty Talks to Teachers is a book written for teachers, young and old, to help further the development of both teachers and students in the classroom.

Walden (also known as Walden; or, Life in the Woods) by Henry David Thoreau is one of the best-known non-fiction books written by an American. Published in 1854, it details Thoreau's life for two years, two months, and two days in second-growth forest around the shores of Walden Pond, on land owned by Ralph Waldo Emerson, not far from his friends and family in Concord, Massachusetts. Walden was written so that the stay appears to be a year, with expressed seasonal divisions. Thoreau called it an experiment in simple living. Thoreau lived in close geographical proximity to the town Concord: "living a mile from any neighbor," should be taken literally; he lived about a mile from his neighbors. He did not go into the woods to become a hermit, but to isolate himself from civil society in order to gain a more objective understanding of it. Walden is neither a novel nor a true autobiography, but a social critique of much of the contemporary Western World, with its consumerist attitudes and its distance from and destruction of nature.

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The Vampyre is a short novel written by John William Polidori and is a progenitor of the romantic vampire genre of fantasy fiction. The Vampyre was first published on April 1, 1819, by Colburn in the New Monthly Magazine with the false attribution "A Tale by Lord Byron."

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The Adventures of Huckleberry Finn is a first person narrative told by the title character, Huckleberry Finn, as he accompanies a runaway slave...

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The Adventures of Huckleberry Finn is a first person narrative told by the title character, Huckleberry Finn, as he accompanies a runaway slave...

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The Adventures of Huckleberry Finn is a first person narrative told by the title character, Huckleberry Finn, as he accompanies a runaway slave...

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PDF Room - Your Search Engine For PDF Books

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The PDF Room search engine allows you to find the best educational and recreational PDF books online.

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Knowledge and Technology - Investigating Knowledge

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Today's TOK Tuesdays topic comes from our new TOK Sampler called Knowledge & Technology to give teachers a tangible sense of how our TOK resources can directly assist with the optional themes that are part of the new TOK syllabus, while providing stimulating material for in-class use or for online teaching that they can use straight away while transitioning to the new course.

In the following clip from this innovative TOK video resourceneuroscientist Jennifer Groh, Duke University, describes how the technological development of cochlear implants had a direct bearing on validating a range of scientific claims regarding the degree, relevance and general pervasiveness of the phenomenon of neuroplasticity.

(Excerpt from Knowledge & Technology)

UPDATE & INVITATION TO JOIN A FREE NEW TOK WEBINAR

Ideas Roadshow's IBDP Portal includes an extensive collection of TOK video and (digital) print resources which have been fully aligned with the new TOK curriculum while offering support for the 'old' curriculum. All resources, including the TOK Lesson Planner, highlight connections with the new core theme, the knowledge framework, optional themes, areas of knowledge, IA prompts, sample knowledge questions and citation details.

Did you register yet for a free New TOK Webinar? For further details and to register, click HERE.

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Knowledge and Technology - Investigating Knowledge

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Today's TOK Tuesdays topic comes from our new TOK Sampler called Knowledge & Technology to give teachers a tangible sense of how our TOK resources can directly assist with the optional themes that are part of the new TOK syllabus, while providing stimulating material for in-class use or for online teaching that they can use straight away while transitioning to the new course.

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99 Essential Questions for Driving Inquiry through the Arts

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The Institute for Arts Integration and STEAM

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99 Essential Questions for Driving Inquiry through the Arts

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Approaches 99 Essential Questions for Driving Inquiry through the Arts 11 Min Read * Project Based Learning Need some essential questions examples for your classroom? Here are 99 that integrate the arts and include some connected

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The 8 Best Fact-Checking Sites for Finding Unbiased Truth

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With deliberate misinformation campaigns and the continued prevalence of fake news, fact-checking sites are now more important than ever.

So in the digital era, where news travels quickly through multiple channels, how do you check your facts? Here are five of the best fact-checking websites, like Snopes and PolitiFact, so that you can find the truth.

If you were wondering who is there to fact check the fact-checkers, that would be MBFC. From Palmer Report to Breitbart and even browser extensions like Newsguard, MBFC rates them all.

The website is a bias rating resource, with multiple fake news checking apps and extensions integrating these ratings into their own systems. The site's reputation means that it has long been a resource that internet users can visit to check the bias in their favorite news websites.

MBFC not only includes reports on the bias of famous fact-checking websites like Snopes and PolitiFact but also publishes a daily source bias check. Factors that they consider include sourcing, biased wording, story choices, and political affiliation.

The site analyzes bias, transparency regarding funding sources, press freedom in the country of origin, and the site's history of factual reporting. Failed fact-checks and instances of biased language are flagged in each site's summary.

Finally, MBFC also has extensive lists on news sources with different biases (right, extreme, left, etc.). This includes lists of websites known for conspiracies, pseudoscience, and questionable sources. This helps users know which reports to take with a pinch of salt.

We've also included the MBFC News bias rating on each of the fact-checking sites on this list, excluding any sites that have been flagged as including bias.

MBFC News Rating: Least Biased

Is Snopes biased? According to MBFC, as well as other fact-checking sites, the answer is no.

Snopes started out as a site that mainly dealt with urban legends, myths, common misconceptions, rumors, and conspiracy theories. However, it has expanded to encompass general fact-checking of viral misinformation, including political statements.

Snopes has been accused of receiving funding from liberal billionaire George Soros. However, Snope's disclosure page provides a summary of the website's yearly expenditure and income. Its income is split between its GoFundMe campaign, advertising, its Facebook fact-checking partnership, reader contributions, and shareholder financing.

The website further states:

"We do not accept political advertising, nor do we accept any other form of funding from political parties, political campaigns, or political advocacy groups. We accept contributions directly from our readers and from non-partisan organizations to further our mission. The source of any single contribution we receive exceeding $10,000 or comprising more than 5% of our total annual revenue will be disclosed to the public."

Meanwhile, FactCheck.org has put its weight behind Snopes; saying it is a reliable source and frequently citing the website in their own fact-checking articles.

MBFC News Rating: Least Biased

PolitiFact is a non-partisan fact-checking website that focuses on political claims made in the US. This includes statements by politicians, political topics such as immigration, and general political news. A global edition of the site tackles stories from other parts of the world.

PolitiFact is a Pulitzer Prize-winning website and was acquired by the Poynter Institute in 2018---a reflection of the site's commitment to truthful journalism.

The website has a few unique elements that make it stand out from other fact-checking websites. Firstly, there's the Truth-o-Meter, which assesses the level of truth in a statement. This scale includes levels such as true, half true, mostly false, and even a "pants on fire" rating at the far end of the meter. The site even has an affiliated app called PolitiTruth that aims to test your political knowledge and susceptibility to fake news.

MBFC continues to rate PolitiFact as one of the most reliable, truthful fact-checking sites out there.

MBFC News Rating: Least Biased

Not only is FactCheck.org a fact-checking website with an established history of journalistic rigor, but it also partners with Facebook to combat viral fake news.

FactCheck is a non-partisan fact-checking website which focuses primarily on US politics. It is also a non-profit project---meaning it focuses on information, not the pursuit of profit.

Not only does the site regularly debunk politician claims and viral fake news, but it also lets users submit their own questions to the website.

MBFC News Rating: Least Biased

TruthOrFiction.com is one of the longest-running fact-checking sites out there. While it initially focused on looking at internet hoaxes and rumors, it has extended its range to include general fake news as well. This includes political stories and viral content.

The website gives stories various ratings to reflect their reliability. These include ratings such as true, fiction, unknown, decontextualized, or variations thereof. The analyses of rumors or stories look at the origins of these stories, whether there are elements of truth, and where stories may have gone astray (such as decontextualizing truth).

MBFC News Rating: Least Biased

Lead Stories is a lesser-known website that helps users fact-check information. The website debunks fake news across a variety of beats, including entertainment, tech, politics, and international news.

The website also uses the Trendolizer search engine to monitor trending content---using these results to identify trending fake news. Depending on certain criteria, the site then debunks any trending hoaxes or false information using objective sources.

"Generally we will prioritize stories that are most trending or which are very new and which are gaining traction fastest. We might occasionally also tackle a story that has been debunked by another site already if we have more/better information. And if we receive a tip from a reader or spot an obvious hoax making the rounds on social media we might also decide to fact check and/or debunk it if it meets the above criteria," Lead Stories explains in their methodology.

The site also partners with Facebook as part of the social network's effort to combat fake news.

MBFC News Rating: Least Biased

Hoax Slayer is another reliable website that you can use to check out the latest online hoaxes. It focuses primarily on the type of hoaxes and misinformation shared on social media, such as Facebook scams, viral privacy policy hoaxes, phishing scams, and social network rumors.

The site mostly stays away from fact-checking politicians, considering there are a number of other sites that do this already. However, it does debunk certain fake news stories with a political agenda. One example includes debunking a WhatsApp message that claimed a billboard in Zimbabwe claimed white people can be killed in South Africa with no consequence, encouraging people to get in touch with South Africa's ruling party to see how.

Hoax Slayer is also a much smaller website than others on this list, owned and run by Australian Brett M. Christensen. Despite this, the site has a stellar rating from MBFC for its factual reporting and neutrality.

MBFC News Rating: Least Biased

If you are looking for a UK-based fact-checking website, Full Fact is considered a reliable source and is endorsed by MBFC. The website is a fact-checking charity, with a diverse range of funding and transparency around income. They even make sure their Board of Trustees come from different sides of the political spectrum.

Full Fact also goes further than fact checks and even provides a fact-checking toolkit. The site also pushes for corrections from publishers when they publish incorrect or misleading information.

Fact-Checking Sites With Bias?

There are a few popular fact-checking websites that do receive high ratings for factual reporting but do not qualify for this list due to receiving a biased score on MBFC.

A few of these sites include:

Fact Checker by Washington Pos: Left-center bias

CheckYourFact: Right-center bias

FactMyth.com: Left-center bias

Zebra Fact Check: Right-center bias

ExposingTruth.com: Left-center bias

These biases emerge from the focal point of fact checks (such as fact-checking the right more than the left), or from the occasional use of loaded words to sway readers. While these websites do usually use credible sources, their focus indicates some level of bias.

How to Do Your Own Fact-Checking

While fact-checking websites will help you debunk myths and fake news, you should also aim to improve your own skills at spotting fake news. This will help you figure out the best ways to research topics, avoid confirmation bias, and learn which sites are not credible sources.

Have a look at our guide on how to avoid fake news for tips on spotting misinformation.

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The 8 Best Fact-Checking Sites for Finding Unbiased Truth

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With deliberate misinformation campaigns and the continued prevalence of fake news, fact-checking sites are now more important than ever. So in the digital era, where news travels quickly through multiple channels, how do you check your facts? Here are five of the best fact-checking websites, like Snopes and PolitiFact, so that you can find the truth.

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Online Labs for schools - Developed by Amrita Vishwa Vidyapeetham and CDAC Online Lab

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The OLabs is based on the idea that lab experiments can be taught using the Internet, more efficiently and less expensively. The labs can also be made available to students with no access to physical labs or where equipment is not available owing to being scarce or costly. This helps them compete with students in better equipped schools and bridges the digital divide and geographical distances. The experiments can be accessed anytime and anywhere, overcoming the constraints on time felt when having access to the physical lab for only a short period of time.

The features include :

Content aligned to NCERT/CBSE and State Board Syllabus.

Physics, Chemistry, Biology Labs from Class 9 to Class 12. English and Maths lessons for Class 9 and 10.

Interactive simulations, animations and lab videos.

The concepts and understanding of the experiment.

The ability to perform, record and learn experiments - anywhere, anytime, and individualised practice in all areas of experimentation.

The 'learning-enabled assessment' through OLabs facilitates in the assessment of; the procedural and manipulative skills of the experiment, the concepts and understanding of the experiment and a student's reporting and interpreting skills.

The development of OLabs includes the study and use of mathematical techniques to demonstrate the various complex functions in diverse areas of science. The labs make use of cutting edge simulation technology to create real world lab environments. Thorough study and research is done by research personnel for better understanding of the experimental procedures. Real lab scenarios are captured through live demonstration of the experiment so as to assimilate information on the procedures and lab equipment. Visualisation and development of the graphical symbols are done based on realistic situations and compared with the respective real equipment. Simulations are made interactive using various authoring tools, thus recreating and simulating a real lab environment.

The OLabs are hosted at www.olabs.edu.in. Access to OLabs is free for Schools upon registration.

Teachers

54,332

Schools

12,628

Students can access the lab activities at home as well & revise ~ Avijeet Sengupta, Mahaveer Public School Jaipur. ♣ It is good for students for visual learning.Good for the schools also ~ Rakesh Khandelwal, St.Mary's Convent Sr Sec School, Ajmer. ♣ Good to have virtual experiences of real lab experiments~Babu Lal Mali, Demonstration Multipurpose School, Ajmer. ♣ Many practicals of biology which cannot be performed in labs can be shown.Student can revise the experiments any time~Atul Rathi M.P.S, Ajmer. ♣ It helps to the teacher to explain the topic with an example or practical~Sunil Kumawat, Air force School, Jodhpur. ♣ Easy to approach~Satakshi Saxena, BVB Vidyashram Pratap Nagar Jaipur. ♣ Olabs Can help to understand concepts of mathematics better~ Gurvinder Kaur, India International School. ♣ For revision of practicals as taking to lab always may not be possible ~ Gurvinder Kaur India International School. ♣ It is very helpful for teachers as well as students for fruitful practical classes~Suraj Chandra Saha Garia Academy (Model), Assam. ♣ Online labs provide every student on opportunity to understand every detail relating to their subject matter taught to them in the schools.It enables them a deeper understanding~ Sujit Malakar, Dhamma Dipa School, Tripura.

Featured Simulation

Schools Registered with Olabs

Birla School Pilani, Rajasthan

Kendriya Vidyalaya, Vijayanarayanam, Tamil Nadu

Delhi Public School, Bidhanagar Durgapur, West Bengal

Central model School, West Bengal

Navy Children School, Chanakyapuri, New Delhi

Abhyasa International Residential School, Toopran

Kendriya vidyalaya Fort William, Kolkata, West Bengal

Woodlem Park School; Ajman

K.V No-2, Jhapatapur, Railway settlement, Kharagpur, West Bengal

Kendriya Vidyalaya Zirakpur, Punjab

Kendriya Vidyalaya No.2 Raipur Chhattisgarh

Amrita Vidyalayam Bangalore

S.G.K.C.H.S School, Susari, Dhar Madhya Pradesh

University of the Philippines-Cebu (Lahug, Cebu City, Philippines)

Nath Valley School, Aurangabad, Maharashtra

Kendriya Vidyalaya Cachar, Assam

Budding Buds School, Tinsukia, Assam

Namchi Sr. Sec School, South Sikkim, Sikkim

Kendriya Vidyalaya No-1, AirForce Station, Jodhpur, Rajasthan

Jawahar Navoday Vidyalay, Hosangabad, Madhya Pradesh

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Online Labs for schools - Developed by Amrita Vishwa Vidyapeetham and CDAC Online Lab

# data[].attributes.attachment_link.description
The OLabs is based on the idea that lab experiments can be taught using the Internet, more efficiently and less expensively. The labs can also be made available to students with no access to physical labs or where equipment is not available owing to being scarce or costly.

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Ibtrove's Teacher Tools include printable and downloadable resources, best practice ideas and theory, and easy-to-understand explanations for most DP subject areas by IB examiners, Workshop Leaders, and other IB experts.

Want to explore the toolkits even more? Schedule a demo below.

Expert & Experienced Contributors

Our DP Toolkit Contributors include IB examiners, IB workshop leaders, and other IB experts.

Unit Plans & Planning Support

Explore unit plans designed by expert DP teachers and learn how to organize your scope & sequence.

Assessment Guidance & IA Support

Learn how to scaffold the EA and IA assessments for your students, and practice your marking with student samples.

Printables to use in your Classroom

Printables that you can download and use immediately in your classroom designed by experienced DP teachers.

Bundle our DP Toolkits to get all your teachers trained, together! Save money and support your teachers!

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The DP mini toolkits are shorter toolkits that focus on just one aspect of your DP subject.

We are happy to accept school purchase orders. Just click the link below to begin.

Frequently Asked Questions

Individual toolkits cost $199 for one year's access per teacher. If you're a school and looking to bundle toolkits, get 20% off your total order by using the bundling option when ordering.

How do I purchase a toolkit on behalf of my teachers?

To purchase with a credit card: Go to and create your toolkit bundle by selecting the toolkits you need. You will then be guided through all the details and logistics.

To purchase with a purchase order, scroll up to begin your order.

Need help? Contact us at janna@edtrove.com.

Can I use this for all my teachers at my school and district?

Yes! These DP teacher toolkits are designed to work together so all your teachers are on the same page, able to collaborate with each other for a stronger DP at your school, and give all your teachers the tools they need to deepen their knowledge. Bundling toolkits together give you the option to create a customized learning plan for your teachers and DP at your school!

Can an experienced DP teacher benefit from using these toolkits?

Definitely! With printable resources and lots of classroom ideas and expert advice, our toolkits include a wide variety of ideas to spark your creativity and get you excited about teaching in the DP.

All toolkits are also updated based on the most current subject guide publications, so when a new guide is published, experienced teachers can learn about the new changes in our toolkits!

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Bundle your DP toolkits to include MYP and CP teachers! Find our MYP and CP catalog of toolkits below.

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As a DP Coordinator, Ibtrove allowed me to support the teachers in my program much more effectively.

The handouts are phenomenal. I saved everything. I cannot get over how brilliantly organized and relevant the handouts were. I can see how to adapt those to make use of them in my course.

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Ibtrove's Teacher Tools include printable and downloadable resources, best practice ideas and theory, and easy-to-understand explanations for most DP subject areas by IB examiners, Workshop Leaders, and other IB experts. Want to explore the toolkits even more? Schedule a demo below. Our DP Toolkit Contributors include IB examiners, IB workshop leaders, and other IB experts.

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Stories in Hindi - Using stories and music beautifully uploaded the videos.

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Share your videos with friends, family, and the world

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https://www.achhikhabar.com/hindi-stories/

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NGO for children develops educational toys and kits, educational programmes, books, magazines to give meaningful education to children.

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List of Hindi magazines focusing on celebrity news, Hindi films, TV shows, music, celebrities, entertainment, fashion, movies, sports, business, arts, health, and more.

Hindi magazines hold a significant place in India's media landscape, offering a diverse and culturally rich perspective on a wide range of subjects. Notable publications like "Dastak Times" and "Sarita" cater to the interests of Hindi-speaking readers, covering literature, politics, lifestyle, and more. These magazines serve as platforms for in-depth analysis, thought-provoking articles, and creative expressions, fostering intellectual engagement and cultural exploration. With the digital age in full swing, Hindi magazines have seamlessly embraced online platforms, delivering content through interactive and multimedia formats, effectively reaching a broader and tech-savvy audience. Amid India's diverse cultural tapestry, these magazines play a vital role in preserving and celebrating the language, traditions, and values of the Hindi-speaking community, contributing to a sense of identity and belonging among readers.

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List of Top Hindi magazines focusing on hindi movies, entertainment, fashion, music, sports, business, bollywood, computer, cooking, and travel