I give the floor to my colleague. I said to the floor is yours. Thank you, Zeynep. I will make a short presentation on the OER recommendation and then I will pass the floor to our distinguished speakers who will give more details on the topic. So, I will make my presentation in French. Now, I'm going to give you an overview of the UNESCO OER recommendation and especially highlighting Action Area 3, which is on quality, inclusive and accessible OER. Next slide, please. Now, before I delve into the matter proper, let's take a broader look at UNESCO recommendations. Now, what is a UNESCO recommendation? Well, it is a standard-setting instrument, much like conventions and decisions. A recommendation is a normative instrument, and so the organization sets standards and guiding principles for member states in very specific fields. UNESCO as an organization also requests member states to produce reports on their implementation of the various measures set out in the recommendation. Recommendations, and in particular this one, do provide a certain degree of flexibility and can be easily adapted to constant technological progress. Now, this recommendation on OER was adopted by member states during the 40th session of the UNESCO General Conference, and it is made up of a certain number of measures. And this recommendation underlines the fact that learning, teaching and research resources need to be in the public domain or need to be openly licensed. It also issues guidelines on the fact that these resources need to be easily accessible, adaptable, need to be able to be repurposed and reused. Open licensing reflects intellectual property rights. The recommendation also sets out a list of different stakeholders. There's a very long list of stakeholders, teachers, educators, and so on. And so I would encourage you to take a look at the recommendation to see the list of stakeholders involved. The recommendation also includes five objectives, which are also the action areas. And so it is in these action areas that member states need to undertake various steps. So the first action area is building the capacity of stakeholders to create, access, reuse, adapt and redistribute OER. The second action area is developing supportive policy. The third is encouraging inclusive and equitable quality OER, and also developing sustainability models for OER, that's the fourth. And then the fifth action area is promoting and reinforcing international cooperation in OER. And this webinar series is a part of international cooperation as it falls under the work of the Dynamic Coalition. The Dynamic Coalition was created to facilitate synergies among different stakeholders working on the recommendation. Now let's focus on action area number three. Now action area three includes a certain number of measures that member states are encouraged to take. And so I'd like to focus on a few of these. It asks member states to take into consideration the material circumstances of learners and pedagogical objectives. They also ask stakeholders to adopt rules that are gender sensitive, that are culturally sensitive and relevant to the local context. And so multilingualism in particular is applicable here, including indigenous languages. Now this action area also asks that gender equality and non-discrimination accessibility principles as well as inclusion be respected as well in developing these rules. Now under this action area number three, it is also important that low income communities as well as rural and urban communities be included in these methods. Now as you have seen, action area three really aims to be as inclusive as possible and to leave no one behind. So you've seen that this entails involving learners of all ages, particularly people with disabilities, people who are economically and socially underprivileged, the vulnerable, indigenous people, people living in remote rural areas including nomadic populations, people who are affected by disasters, ethnic minorities, migrants, refugees and displaced persons. The principles of equity and inclusion, particularly for underprivileged learners who have suffered from various forms of discrimination are absolutely crucial. Now as you have seen, this action area contains various aspects and specific measures that member states and stakeholders are encouraged to take. UNESCO supports member states in implementing these various measures in different ways. And so in sessions to come, we are going to go over the various terms that I've mentioned. And our speakers will discuss some of these issues, particularly multilingualism and indigenous languages, as well as issues of accessibility for persons with disabilities in the context of ODL. And we will also talk about accessibility in higher education. And finally, we will also discuss connectivity and gender issues in Francophone Africa. And so without much further ado, I'm going to give the floor to our first speaker, Dr. Ingarda Kassin-Kaité. Thank you, colleagues for this invitation. It's really a great pleasure to be with you here and of course to address you on the occasion of International Law of Education. And this meeting is dedicated to open educational resources with this very important task for all of us to make sure that resources are available in different formats in different languages respecting a number of important principles. And I'm as well responsible for another normative instrument, which is clearly linked as well to open educational resources, even if it is a little bit older and it is called the recommendation concerning the promotion and use of multilingualism and universal access to cyberspace. This recommendation, the same as our recommendation, was adopted by UNESCO's general conference in 2003, and we've been promoting for some time. And I remember when the process of the preparation of 2019 recommendation, what we are talking, we made sure that the issues related to accessibility and multilingualism are well integrated in it early beginning. But today, it's as well an important historical event, because this is the first official UNESCO event where we are marking the opening of International Decade of Indigenous Languages. And already my colleagues mentioned that 2022 is the first year of International Decade, and it was proclaimed by United Nations General Assembly in 2019 as one of important outcomes and conclusions of International of Indigenous Languages. And I invite you all to look at the documents, which will be shared and as well to take a very active role in the future activities of International Decade. And what is really interesting with International Year in 2019 concluded a very clear recommendations with the intergenerational transmission of languages would take place as well in formal, non-formal educational settings supporting the development of educational platforms, providing new opportunities for students and teachers, and those who are related to the educational processes that they would make sure what education is to remultilingualism. And the lessons learned, compiled and already published in the Flagship Report, which is available on UNESCO website, which is an interesting document because it provides a good summary and analysis of more than 900 events, which took place only in one year related to the international year and issues related to languages. Knowing what the recommendation on OER was adopted by General Conference 2019 and already as mentioned with its includes a clear reference and invitation to all stakeholders to respect and recognize the importance of linguistic diversity and multilingualism. And in order to provide full inclusive and equitable education, the training and learning materials, obviously, we have to be available in languages with teachers and students understand best. And that's of course includes the materials like corporates, glossaries, dictionaries, descriptions about languages, any related data, which would be as well made available in multiple languages. Sometimes we can see it with a number of resources, which could be used not only for language learning but as well for learning any other subject, not provided in lesser use languages, minority languages and indigenous languages. And if we are made, maybe we are strictly copyrighted and a different state holders have basically to invent more or less the same things which could be already used from other sources. Just very quickly, what international decade provides for all of us and what this group of their coalition on OER could actually take a benefit and be an actively involved in our processes. And these first of all lead you on agency for organization of international year, this is why in future we will be very closely collaborating with my colleagues and everyone's work on OER issues. And even in context of international decade UNESCO facilitated the establishment of global taskforce for making a decade of action, which is an important international cooperation mechanism governing structure, which is composed of different stakeholders from member states, indigenous community representatives and organizations, our UN colleagues and many other partners were interested in promotion revitalization and protection of indigenous languages. So with the preparation of the action plan, which is available now on UNESCO website. The UNESCO took a number of series of measures how to prepare, and that was a kind of lens and lens, a long process, but at the same time, we wanted to make sure what this is fully inclusive, and all stakeholders have a voice, and they considerations and taken on board. And briefly to mention what the process started in 2020 in July, establishing a group of appreciation of action plan and many educators, our colleagues from a research community were involved in this process. We followed up with online survey which basically generated contributions from 99 countries. We had as well seven indigenous cultural in all indigenous social cultural regions consultations, that means seven different regions were consulted. And during all those processes, we tried to establish the hierarchy of teams or priorities which have to be addressed for safeguarding indigenous languages, and I can tell you what education access to education access to quality materials in indigenous languages was everywhere and that is a priority. It was actually the top priority which we identified across the world. And this is why it is important that in our future actions we would work together and we make sure that this priority is fully reflected in our work so this is an important discovery. Sometimes it is maybe seen as self evident, but it's always to have, it's always good to have confirmation from such a group, such a big group of stakeholders from 99 countries, which confirmed what this is one of the priorities. For these reasons, of course, the action plan includes a number of important aspects and maybe I just could focus very briefly on few things. What the future actions will be planned around for outcomes. One of them is related to intergenerational transmission of languages and making sure what intergenerational transmission of language it takes into account as well, inclusive participatory and respectful indigenous cultures learning and training processes. So it's one of the important outcomes and we as well identified 10 outputs and one of them is linked it's actually number one linked to inclusive equitable intercultural quality education and lifelong learning environments and opportunities in indigenous languages which are provided in informal, non-formal and informal educational settings. And what is interesting with we as well invite a different stakeholders to identify for each of them what would be the broad activities. And the one what I just read for you, which concerns education or access to education and access to educational resources include three major broad activities. And the first one is definitely related to development of language friendly educational policies, plans and programs, alongside the legislation with the alignment to the implementing sustainable development mechanism, especially SDG for to support a mother based mother tongue based and multilingual education. And here it is, of course, the references made to first nine years of basic education and going beyond, including as well aspects related to the fostering of multicultural multilingual curriculum development, which would take into consideration of course gender equality, human rights inclusive, as well as linguistically diverse aspects. Activity number two, which is a broad one it is suggested as well to address in our work includes the involvement and improvement of indigenous multilingual education professionals, which would be teachers and development of a professional mother and skills is as well and involves to be language specialist like interpreters and translators through initial and in service training programs at all educational levels. We really have a reference to open educational resources, inviting to take into account the importance of oh yeah. An effort activity abroad activity, which was identified by this big group of stakeholders, it relates to development of community based programs systems institutions, including adults education and a manner which is appropriate to indigenous practices traditions are deploying as well distinct training methods, traditional knowledge with special focus on indigenous girls and women. And what is interesting as well with the action plan and the processes we went through for identification of number of important elements highlighted what we target group is of course the indigenous peoples but young people and young girls, elders and women of all school in the future will carry on transmit indigenous languages to the next generation. So this is why the activity free invites to focus on more gender specific age specific aspects, as well as support community based institutions. This would be playing an important role in teaching and learning of languages. So that would be a very short introduction to the key elements of the global action plan. And of course, just maybe a few words but you know, because working on the development of new tool which would be online platform to collect data on world languages, which is called world Atlas of languages and the in very short, the future is to be launched and made available to all stakeholders to stop here and thank you colleagues for this opportunity. Thank you very much Imgarda for this very interesting presentation. The next speaker will be Dr Diane Chambers, who is associate professor at Notre Dame University, and she will be speaking about accessibility and the floor is yours. Thank you. Thank you. So is it okay if I share my screen. Welcome everybody and thank you very much for the invitation to speak with you tonight for me and maybe this morning for you. So, I'm going to speak tonight very briefly about accessible and inclusive open education resources. I've been doing some work recently with the Commonwealth of learning, looking at inclusive open education resources in countries that maybe have poorer quality of accessibility to electronic resources. So we're looking more broadly, not just electronic resources but actually making sure open education resources are available very broadly. So, one of the questions I'm going to be addressing tonight is how open and distance learning, which includes open educational resources can be a game changer for people with disabilities. We know that open and distance learning can be blended it can be flexible. It could be in some cases some countries are using print based materials due to COVID. So it can be a variety of different types of learning. We know that open education resources are those that reside in the public domain and their open license they permit no cost access so it can be very useful for people living in poverty for example. They can be reused, they're able to be repurposed, adapted and then redistributed. Now obviously copyright is always kept in these particular cases, but it's actually released under a particular license and usually it's a creative commons license. So when we're looking at accessible or inclusive. We are the resources which allow people with a disability to also access that content. And it's really interesting because a lot of the resources that are available. Quite a lot of it is not accessible for people who are using assistive technology, or who have particular modalities that they need to use to access content. So we do know that there are some difficulties in that area for people with disability. The benefits of making sure that our open educational resources are accessible means that we can access content either offline or online and depends on the nature of the country that you're residing in whether or not there's an internet connection or even power for that day. We can make them more cost effective and affordable so people who may be living in poverty. They may not be able to afford particular technologies so making sure that it's cost effective for them as well, but also cost effective for the countries that might be using it. If you're going to a country that's a fairly low income country, then maybe having access to good quality open educational resources can make a significant difference to the educational outcomes for those people. We know that people with disabilities should be able to access learning where previously they're not so where they might have been denied access to learning at all. Inclusive OERs can actually open the door for them to access that learning. They're also then more likely to gain employment and be a part of the community. So those social and economic benefits are significant when we're making sure that all members of the community can access this type of information. And of course, one of the other benefits is to realise the potential of the UNESCO recommendation that Asiatu just described for us. So being able to realise that recommendation is something that's really important. When we talk about benefits for inclusive OER, we also need to acknowledge that there's a number of barriers to making open educational resources inclusive for all. One of these is the language is used in the creation of the resources. So thank you Omgada for your excellent presentation. That definitely is something that comes out in the literature as well. Particularly if you've got people who are learning English and then being taught in English, but also the readability level of the content. If I have a student, for example, with dyslexia or a learning disability, then I can actually present the same sort of content at a different level of readability. And that would make a massive difference to that person's ability to actually understand that content. Things like images, charts and figures, which are often instrumental to the text, you can't separate them from the text. Do often not include the alternative text, which describes the figure or describes the chart. And that's really critical for people who have a vision impairment, for example, if they're using a screen reader, it needs to be able to access that alternative text in order for them to make those connections between charts, figures and text that's already available. Multimedia, such as video, can sometimes not have closed captions or transcripts associated, which once again makes it difficult for people if they're not able to hear to access that particular content. There's also a lack of access to digital technology for learning and this is something that I alluded to earlier. And I'm currently doing some work in Zambia and Gambia and for a lot of the people there just accessing the internet is quite difficult. So we need to also consider how we make our open educational resources available in an offline capacity too. And we can't do that with everything but there's quite a lot that we can do there as well. Sometimes there's poor assistive technology compatibility with the open education resources. If I've got a student, for example, who's using a daisy reader or jaws that's reading a screen. If it's the OER is not set up to actually enable that to be read by that particular device or software, then it can be very difficult for somebody to utilize it effectively. The other thing that comes out in the literature and is very much coming out in some of the research I'm doing at the moment is that locating appropriate accessible open education resources can be quite difficult. And it's knowing what it means that an OER is accessible. So can somebody actually access that open education resource regardless of their disability, regardless if they have a vision impairment, a hearing impairment. Maybe they can't read effectively. Maybe they have physical disability. So it's accessible if everybody that you could picture could actually access that particular resource. When we're designing inclusive open educational resources, it's really important that we design it from the start to be accessible. It's much more difficult to go back and retrofit existing OER and make it into an accessible resource. So if we actually just dive in and design our open education resources from the start, we can make sure they're accessible from day dot and we don't have to go back and do extra work. It might then be able to be used by you know wide variety of people including people with disabilities, those living in remote and rural areas and people living in poverty as well. So there's some accessibility principles which can be used when we're designing inclusive OER and these come from web based principles but they do apply here as well. So making sure that the information we're providing or the content that we're providing in our resources is perceivable. So able to be accessed by a wide variety of different modalities that it can be navigated effectively and in a variety of different ways. So I have had students for example who would use a mouth operated switch. Can they access that content that way? All sorts of different ways that they can access. Could it be understandable? So simple language explaining the background, explaining graphics effectively and is it robust? So the content really compatible with lots of different technology but also compatible with possible future technology. So maybe having a bit of an idea about what might be coming up as well. The other thing that we can use when we're designing inclusive open educational resources is universal design for learning. And here is where we're thinking about how we present content, how the person presents their understanding, the action and expression and how they're engaging with that particular content. So using some of the principles of universal design for learning is another really effective way to ensure that we're designing our open educational resources from the start where they have some accessibility available. So some example considerations when we're looking at open education resources, things we need to consider is how our content is organized. Is it logical? Is it clear? Is it uncluttered? So can that person perceive that content appropriately? I talked about images already, making sure that they're clear and understandable and that they've got alternative text so that the person can understand it. Links and tables can be very, very difficult for some screen readers to access. So making sure that we can use those effectively is really important. There is some good speech to text, text to speech software that allow you to read out formulas. So MathXL for example and things like font sizes, can you make them changeable? Can you make a person select a particular font size in it? One of the biggest things with accessible OER is PDF documents. So a lot of PDF documents are actually not accessible. And if you go on to the Adobe website, they actually have a really great example of how you can make your PDF accessible. There's also that assistive technology compatibility. So you need to think about what types of assistive technologies your students, your cohort might be using so that you can make sure that your OER is accessible for them. So you might need to get some expert opinions or some expert assistance with that if need be. There's some tools to assist you to determine whether or not you have some accessible content. So if you're using a learning management system, for example, like Moodle, they actually have an inbuilt accessibility checker. And when you put your content in, you can click on the checker, it'll actually tell you whether or not your content is accessible. There's things like the web accessibility evaluation tools, the WAV tool and probably the most commonly used is the web content accessibility guidelines. And as I said, the Adobe have a wizard that can help you making your PDFs accessible as well. So when we're putting up various content in these open education resources, we really need to be thinking about every component and making sure it can be accessed by a wide variety of people. Some of the recommendations for the development of accessible OER obviously policy development. And Malaysia's got an excellent example of this. They've actually now developed a national policy on inclusive open educational resources with assistance from UNESCO and a variety of other he'll pack out a variety of other people. Also dissemination of the accessible OER guidelines for practitioners. So if we're working with universities if we're working with technical colleges for working with schools. Then we make sure that people understand what an accessible OER is and what guidelines are there available for them. There's also a need for further research on the barriers, but also the enablers of accessible OER who does it well. And you know, what does it mean to have really good accessible OER. And then something else that comes out of the research to is support in locating accessible OER. So there's a number of very large repositories for open educational resources OER Commons for example. But it doesn't necessarily tell you if it's an accessible OER. So you have to go in and do that work yourself sometimes. So maybe some further support in that area would be useful as well for practitioners. So in conclusion, the accessibility of OER in open distance learning really allows others to more effectively reuse, remix, repurpose and adapt content for local use and can be a total game changer for people with disability and other disadvantaged groups. Thank you. Thank you very much Diane. That was really informative. Thank you. Thank you again. We will continue addressing the accessibility issue with the next speaker, Dr. Darvici, who is professor at Zurich University of Applied Science, and he will talk about accessibility and the higher education perspective. Dr. Darvici, you can share your screen. The floor is yours. Maybe just a short correction. Zainab told us that my affiliation is Zurich University of Applied Sciences School of Engineering Institute for mechatronics, which is partially true. I'm working mostly at Institute for Applied Information Systems Technology. So, I know the topic of accessibility, almost for my whole life, because I have a severe visual impairment since age of 15. I studied computer science at university here, and I use magnification software and also refreshable brain to be able to do my education, and also did my PhD in computer science, especially in the area of accessibility. So, an introduction about my research. Two important areas of my research are accessible education and accessible mobility accessible education to make sure that the materials that we research and develop tools to can make life of students with disabilities easier. I'll talk about that in a little bit later in my presentation, and also support students with disabilities if they need kind of support for digital assistive technologies. Also, I have another area accessible mobility, which is mainly about using computer vision based solutions to help visually impaired people to navigate around the urban environment to identify obstacles, and so on, as well as another project is about finding accessible walking for people with mobility impairment. That's another area. And we also offer lectures for students in the area of web accessibility PDF access document accessibility, and also offer all engineering students a lecture about digital assistive technologies and students had have the possibility to bring their ideas to talk to people with disabilities and bring their ideas to develop to make concepts for new kind of digital assistive technologies to overcome their barriers. I shouldn't talk much more about the recommendation UNESCO UNI recommendation on OER from 2019, but as we have heard until now they, they should ensure principle for instance of equal education accessibility and inclusion are reflected in the strategies and programs and action program tree especially is very important that encouraging accessible and equal material for people with impairment. So I would like to report about the initiative in Switzerland, which is called Swiss Digital Academy and especially the topic is about open educational resources. There are more than 10 universities, actually 13 universities are involved in this project and the main topic of this project that's a four year project is open educational resources, and universities are involved or technical university or different types of universities in Switzerland, including, including my university, and especially my group, and these four years project have four models five models and one of the models about access for all. So the topic is about all your accessibility I will tell you more about it on the next slide, and we just make sure we coach other modules other partners in this project that are designing, and they're promoting also are accessible for everybody. So here are some that we plan or already carried out last year we started last year, we had an introduction or introductory workshop on digital accessibility. So me and my team member Orion, there was a PhD student also in this call, we created this workshop we carried out this workshop for all other universities involved in this project, we gave them the basic fundamentals of digital accessibility. And also we had, we offered them the opportunity handle hands on training. So they could with very small task they could, for instance, create captioning using available open available free available software to create caption for videos. So we had the opportunities to create audio description for, for instance, for people with visual impairment, and they had the possibility to test the website and also they had the possibility to check accessibility of a document so it was the first workshop and we had another workshop for lecturers and researchers, we gave them an introductory workshop on your accessibility introduced them eight basic areas of accessible or. And we have also other activities which you see here, for instance, creating video materials very short video materials about different aspects of your accessibility, for instance, how you create accessible images videos about how basic principle of document accessibility or tools which are needed for people with other kind of disabilities. So we call them learning nuggets. So these videos are very short video we are in the process of creating them, and they should be available. So that's more sustainable so after the project the people can just watch the videos and see what what is important. So we plan to organize we plan to organize workshop on accessible, creating accessible documents accessible PDF and accessible PowerPoint words or captioning and this kind of. And also we will test the OER platforms which are planned to be created within this project from other partners so we can make sure that if they design them design this platform these these are accessible so they don't have to do reengineering as already mentioned. And one important work or measure that my assistant orient is doing now. She's trying to cry out set of interviews with people who are involved in training. Or creating OER content. And this is ongoing so if you know somebody who is involved in the creation of OER materials or training of OER material, we would be very happy to have an interview with the person so we can use them for our evaluation and the result of this interviews will be published in kind of conferences. And we also plan to create guidelines for our partners within this national project about OER. And of course we would be happy also to not to read through event to view to use other resources available as Diane already mentioned we would be happy to look at them. And maybe distribute them among our partners as well. One of the important topics that we have within our project or my team is creating accessible PDF. We created the platform. A web free available software called PAVE. PAVE stands for PDF accessibility evaluation engine. So that's a service that everybody can use, you can upload your PDF document. And this software analyzes your document in terms of accessibility and fix some issues, which are possible to fix them automatically and some other issues are solved through interaction with the user. The idea behind this project was, because if you want to make PDF accessible or tools such as Adobe professional or other tools available, but you have to have some knowledge of accessibility and our idea was to offer a tool which is easy to use that's you don't need so much knowledge to create accessible PDF. So we have also we offer some video tutorial also on this platform so if you're using, you would like to use this tool you can watch these videos and then know quickly how to use this tool. And also, it is, is free of charge, so it's available worldwide. And this tool is used very much worldwide, especially in North America. And I know from many, many, many countries I've received every day emails, so asking about providing support to them. But it has some disadvantages. So that's why we create a new research project, research project which was, which is funded by Swiss National Foundation, is about four years project. And the idea behind the new project is to use AI, artificial intelligence, to make creation, the process of creation of PDF document efficient as possible, because even with the current paid tool you need a lot of time to create an accessible PDF document because using AI should support us to create accessible PDF documents, especially scientific PDF documents, much more easier. So scientific documents have mathematical formulas that have graphics. For instance, the main part of the project is how you can make mathematical formula accessible efficiently. And also we create other kind of additional tools that the new version of paid 2.0, hopefully available in in in two or three years. We support much more so you can create PDF documents, especially scientific PDFs much more easier. So that's all. Thank you so much for your attention. Thank you, Dr. Larussi. You are doing great work in your institution. Thank you. The next speaker, and the last one will be Miss Mona Larussi, who is the director of the Institute for Education and Training for the Francophonie. Madame Larussi, c'est à vous. Thank you. Thank you for the invitation. I should like to wish everybody who is connected a very good education day. And there are all those who work in the area. And we're all aware that it is the basis of a changing and modern society. So I shall be discussing inclusive and accessible targeted OER. We have gone over the very various ways of granting accessibility. We've looked at user friendly system, etc. So I'll be looking at accessible OERs. So we're we work in the field. We're in Africa and the Institute, in fact, has its headquarters in Dakar. So we want resources to be open and accessible. And I mean accessible to all, I shall explain. So I shan't repeat what has been said, but we saw that the guidelines allow to have the right OERs. And we also looked at all the recommendations. But in most countries, infrastructures don't really make it possible to access resources and sometimes connections aren't stable enough to access the resources. Now, if the infrastructures are there, they are not suited to specific projects. Videos were mentioned earlier because there isn't enough broadband. And OERs are in English or French, Spanish, Chinese or Arabic, but very seldom in local languages. And OERs call for a minimum know how in using a computer, and that's not a given either. So what is our answer to that type of problems? First of all, we set up gateways for OERs, which are accessible via mobile devices. And therefore we have allowed asynchronous access. The resources can be downloaded and kept on the device and be accessed later on. We also have small servers. So the small accessible modules allow access to online and offline OERs. They can be downloaded onto these little servers. These servers can, for instance, be made available to a classroom and the teacher and students can then access the contents offline as well as online. So it's access to educational resources offline. So we have resources in French, English, Spanish, Chinese and Arabic, but we're also working on resources in national languages. So we have a program equal a long national school and schools and national languages. For instance, in Senegal, there are five languages and given the football there's Cameroon with its many languages as well. And so we have been able to set up transformation devices between the languages. And these are educational resources, which are freely accessible for all teachers. And then there's a problem we've come up against and which has become more stringent post COVID because you have to be at least slightly computer savvy to access the contents.  What is Google? What is Wikipedia? Et cetera. So now I come back to my introduction to say that for us, OER is accessible across the world and must take into account the diversity capabilities, language, culture, gender, age, et cetera, to become a true OER. And then I was talking about index targeted resources that are easily accessible. Very often when you have portals, the question is that people are saying everything's on Google, why should I use your portal? Well, the answer is that OER is specialized in gender equality, allowing inclusivity and to allow girls to remain in the classroom as long as possible. So very quickly, I shall give you some figures. The number of girls in primary schools is rising, but there are still far fewer than boys. Access to higher education has also taken a leap forward. But there are still many more young men and the first victims of the COVID prices are girls because they have been made to stay at home. So we've settled this off in order to attract more women to classrooms to have more women teachers. And well, this is not the subject, but let me say that the longer women stay in the classroom, the higher the income of the household and it greatly enhances education. So do go to the website, francophonie.org, and you will find the various campaigns. There are 260 resources. These are mainly teaching devices, how to organize a sports session, for instance, and with no sexism. And there is also a highly interactive video game for Android and iOS. It's going to be launched on Wednesday, Wednesday the 26th. And they are resources telling you in which country saw the first woman train driver, for instance. So it is a specialized portal. And that is the answer to the question, why not simply Google? Because here we have dedicated resources and you have a three level browser. So you'll be able to find good practices, legal texts and a lot of other materials. So there's a whole network of people behind this. Thank you very much. Thank you for your invitation. And of course I'll be happy to answer any questions. Well, thank you very much. Maybe you could share the link you referred to in your presentation, because there was a bit of a problem with the slides, so we didn't see them. Yes, well we can do it manually. Maybe you can see them this way. Well, if there are any links, maybe you could share them in the chat. And Ilya Sarmed from the Djibouti University has a question, could we have examples of quality OERs in French? Well, I take it, I approach it differently. It depends what quality entails according to the university qualities contextualize. In South Sahara and Africa, it's an accessible resource, whatever the quality of the link, something you can download and we mentioned PDFs earlier as well. So there are lots of resources which fall in that category. So it's not so much about the quality of resources, but rather how to share quality resources. Thank you very much. So the first one is what measures and strategies UNESCO has planned to do to have equal access to learning to people that cannot understand the languages. Okay, we have worked, one of the priorities is to work with our stakeholder groups in developing multilingual versions of multilingual OER. So it's true for the moment we have been focusing on the UN languages and specifically, and we are, there is a push now to, we have been working with governments and trying, speaking about the necessity to have the multilingual versions of OER. And I think this is an ongoing task and it's one of these, one of these initiatives is in fact webinars such as this in which we raise awareness on this issue. And the second question was what stakeholder in each country UNESCO has thought to work with for easy implementations for planned activities. Well, that's the issue is that the stakeholders in the, in the, in the recommendation are clearly laid out in this, in the, in the, in the definition section of the document and I think my colleague. I said to showed it on her, on her presentation. In terms of UNESCO, our priorities are with of course, it's the member states we're an intergovernmental organization but at the same time, we, all our activities, we're focusing on all the stakeholders and including civil society institutions and the civil society partners that we see in the list of partners that are there in the, in the definitions and that's those are educational partners and those working in institutions such as libraries and cultural institutions and the private sector, and I see those working on ICT structures. I mean, you think that's the issue. There are no more questions. If anyone wants to take the floor. Okay, thank you very much to everybody thank you very much for, thank you to our speakers to Dr. Darvish, Dr. Chambers, Dr. Lucy and Dr. and we thank you very much for your inputs this has been a very interesting and very fruitful discussion. We will be, we will be putting it on YouTube, it might take a little while and we will, we invite you to, to keep, keep updated through the, through the links that we're sending out on the, on the OER dynamic coalition and we thank you again very much for everything for coming and wish you a very happy rest of January and happy International Day for Education also. And we will send you an update on the next upcoming dynamic coalition webinar very shortly. Thank you. Thank you. Bye bye.


So with that, we come to the end of the city spectroscopy discussion. So in the city spectroscopy discussion, we have gone through this following points. First of all, why chirality is crucial? Because it connects molecular structure with molecular property. Then we look into the system why it is important because biology actually plays with chirality. So chirality is an important factor over there for controlling the molecular recognition, controlling the reaction rate. Even you can say chirality is a signature of biology. If you have an enantiomeric excess of a sample, you can say it is probably something biological is influencing over there. So we look into especially the amino acids. So study the amino acid structure. There are one letter and three letter codes and how it is happening. So we actually gone through them. And then we looked into the molecular origin why a system can be chiral. It is coming chirality from not only the molecule, but also the light, what is the LCP and RCP, how it is behaving. Then we found some of the parameters that we can use CD and ORD, which is coming from optical rotation and the ellipticity that it is coming. We found CD is actually a better parameter to find out the chirality of the molecule. And at the end, we have gone through some of the examples of chirality and how it can help us to not only know the structure of the molecule, but their stability, whether it is binding a metal or not, and all this particular information. So these are the take home messages from the CD spectroscopy. Please go ahead and ask any question if you have any before we go for the next topics. So please go ahead and ask any question. If you haven't, or any comment that you want to repeat some of the topics one more time, or you're not very happy of the expansion of a few topics you want to go ahead with one more time. That previously yesterday means that in the previous class we have told that about the directionality. So what is the means X polarized light, Y polarized light and Z polarized, and how we will distinguish them. Okay, so that is a very important question that is mostly going to be covered in Professor Leela's class. So I'm just going to be just a hint of it what is X and Y is equal as light. So when we actually do look into a system, we try to look into a system in a Cartesian axis right so we say okay so this will be my z axis this will be my y axis this will be my x axis. However, the molecule is always tumbling. Right. So there are two different accesses you can think about one is actually a molecular Cartesian system. And the other one will be your experimental Cartesian system. And this all difference between them is how you defined your XYZ ancestors, whose direction what is the angle and all this things. Now in the molecular Cartesian axis is a bit difficult to define because the molecule is not remaining at the same place all together right, unless you go to zero Kelvin, and even then some vibration will be there the molecule is not going to be stable. It is going different motion, hydration and rotation translation, all together you can say it is going to brownie and motions. So you cannot define a molecular axis is all the time very clear. So that is why what we do in experimental system, we actually specifically define this is my XYZ axis. Depending on that I actually measure all the different samples in that experiment. And whenever we define an XYZ axis, it means I am defining it with respect to experimental Cartesian system. Now over here in an experimental Cartesian systems, let's say this is your source of light. And this is actually a crystal that you put to create your linearly polarized light. And here is your sample. Now in the sample, if you look forward there are different molecules and they can have different orientations. All of them are going to be same. And how I'm going to define it. So I'm going to define it with respect to the XYZ axis of my experimental system. And over there I'm saying that I'm going to put my crystal such that I am going to get only this axis, or this axis, or this axis. So with respect to that I'm going to say I have a X polarized light Y polarized light and Z polarized light. And over there, the molecular motion is quite fast. And the interaction and time I'm giving to this molecule for this optical spectrum, it is happening in the millisecond to even second scale. That is my time region and within that time, a molecule will be very similar to the XYZ axis of my experimental section for a Y. And in that time if it is there, it will absorb the light depending on whether it is Z, Y or X polarized light active system. Okay, now how I can define that which particular transition is XYZ LI for that system again you have to look into the transition moment integral. Look into your excited state operator and ground state. And what you need to look into what is their symmetry representation. If you look at it, you can say like it is a pi to pi star these two Sigma star all this interaction, each orbital you can find out with respect to the symmetry element present in that particular point group. What is that symmetry representation, say it is a one say it is a two. Now a two and a one or together if you want to have it to be non zero, whatever is the symmetry presentation of me all these things should come together and give a non zero system and it is only possible in one particular condition, it has to be the a one that totally symmetric representation for that particular point only then it can be non zero. That means you have to find out the X such a way that it will be multiplied with a two and a one and give you a one, and that is very easy, because from the point group again you like learn all those things in the later part of the class. It says, if you want to have a one it is only possible if you multiply the same system to a one. That means a two and a x should be a one together and only then a one into a one, give you a one. If you multiply anything else b one b two a two with anything with the totally symmetric representation a one, you are going to get back that particular representation. So that means a two and a x multiplication should give you a one. And the other corollary of the point group are capable is if you want to have a one by multiplied by two different groups, it is only possible if you multiply the same system. A two into a two give you a one b one into b one give you a one b two into b two give you a one. Okay, so that means the X has to be a two symmetric, and then you look into the character table find out along with the a two, what is there. So for an example, let me take a graph of that. Let's say this point group of C to the point we're looking about. So over there, say I find out a one is a totally symmetric representation. And this is what I want after that. If you look at EMI it should be a one and say it is nothing but a shy excited state, my operator and ground state say my ground state is a one excited state is a two. Now I have to find new search that whatever it is, multiply that and give me a one. That should give me a one together, because you can see it is all one one one. So you have to multiply that thing with a one only then you will get one one one back for the symmetric representation. So a two and X should give you a one that means it should be an a two symmetric, because only a two into a two can give you a one. That means it should be a two symmetric and look into there over here, you see there is no XYZ so no matter what polarization you give this will be a transition that you will be never be seen. Now say my excited state is actually be one and ground state is still a one. So then it should be a be one again so that we can multiply all these things together and get a one. If it's a be one, then it should be a X polarized only then it should be happening. Similarly, for be to active system it should be Y polarized a one active system it should be Z polarized. And by that you can differentiate which particular operation is happening and if your molecular structure that you are imagining to be hold a particular point group it is true or not. Does it answer your question or go. Yes, sir. Okay, any more question before we close it up.


Scientists predict that human-caused global warming should result in certain specific patterns of warming. Because these patterns are consistent with what we expect to happen as a result of the increased greenhouse effect, they're considered fingerprints of the human influence on the Earth's climate. As far back as 1865, physicist John Tyndall predicted that warming caused by the increased greenhouse effect should cause nights to warm faster than days and winters to warm faster than summers. He was able to make this prediction by knowing that at night and during the winter, the Earth's surface cools by radiating heat out to space. Greenhouse gases trap some of this heat, slowing that nighttime and winter cooling. The sun doesn't shine all the time, but the greenhouse effect is at work 24-7. Additionally, the moon gives us a good counter-example because it doesn't have an atmosphere. During the day, there's nothing between the sun and the moon's surface to block incoming sunlight. At night, there are no greenhouse gases to trap outgoing heat from the moon. As a result, the difference between day and night temperatures is extreme. Daytime temperatures on the moon reach 120 degrees Celsius or 250 degrees Fahrenheit. Nighttime temperatures fall below minus 200 degrees Celsius or minus 330 degrees Fahrenheit. At the other extreme, Venus has a runaway greenhouse effect much bigger than the greenhouse effect on Earth. Its temperature is an intense 460 degrees Celsius or 730 degrees Fahrenheit. It's like this day and night all year long. Venus doesn't even have seasons because the greenhouse effect is so strong. As these two examples illustrate, the bigger the greenhouse effect, the smaller the difference between daytime and nighttime temperatures. We know humans are increasing the greenhouse effect on Earth by burning more and more fossil fuels. If the greenhouse effect is increasing, then the difference between nighttime and daytime temperatures and between winter and summer temperatures should be shrinking. There's a common myth that global warming is caused by the sun rather than humans. That myth fails to account for the available evidence. If the sun were responsible, we would see an entirely different pattern of global warming. In that scenario, we would expect to see the Earth warming the most when the sunlight is bombarding the surface the most, during the daytime and during the summer season. That means that if the sun were responsible, we would see days warming faster than nights and summers warming faster than winters. These expected patterns of global warming give scientists a clear test to determine whether the evidence matches the fingerprints of human or solar-caused warming. It took over 130 years before John Tyndall's prediction was confirmed, but over the last few decades, surface measurements have found nights warming faster than days and winters warming faster than summers. The difference between nighttime and daytime temperatures and winter and summer temperatures is shrinking, just as Tyndall anticipated would happen due to the increased greenhouse effect. Fingerprints in the Earth's climate change, like these changes in global warming patterns, clearly point to humans and not the sun as the culprit responsible for global warming over the past century.