News for today's 2018: 05/02/12

British "Chess Game"

7:08 PM Tukiyooo 0

<br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhM8EsX99JDf95ymKsQ2z-KB7GP-Alnm3X3lElEgyqFjyXimTlxJwuWN_votZo1e7F9b0V92CqWpEvW1loQnrhVLeeNMgKETcW6HFanl7q1FQJS5u-QdTc5Z1Lcn3BpICBlFhkYDitvVyCo/s1600/BritishEmpire.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhM8EsX99JDf95ymKsQ2z-KB7GP-Alnm3X3lElEgyqFjyXimTlxJwuWN_votZo1e7F9b0V92CqWpEvW1loQnrhVLeeNMgKETcW6HFanl7q1FQJS5u-QdTc5Z1Lcn3BpICBlFhkYDitvVyCo/s320/BritishEmpire.jpg" width="320" /></a></div><div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><br /></div><div class="MsoNormal" style="line-height: normal; text-align: center;"><b><span style="font-family: "Times New Roman","serif"; font-size: 12pt;"><span style="color: blue; font-size: x-large;">BRITAIN’S STRATEGY</span><span style="mso-spacerun: yes;"><span style="color: blue; font-size: x-large;">  </span></span></span></b></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: x-small;"><i><span style="font-family: "Times New Roman","serif";">By George Friedman</span></i></span></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: x-small;"><i><span style="font-family: "Times New Roman","serif";">via Stratfor</span></i></span></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><span style="font-family: "Times New Roman","serif";">BRITAIN controlled about one-fourth of the Earth's land surface and one-fifth of the world's population in 1939. Fifty years later, its holdings outside the BRITISH ISLES had become trivial, and it even faced an insurgency in NORTHERN IRELAND.</span></span></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><span style="font-family: "Times New Roman","serif";">BRITAIN spent the intervening years developing strategies to cope with what poet Rudyard Kipling called its "recessional," or the transient nature of BRITAIN'S imperial power. It has spent the last 20 years defining its place not in the world in general but between continental EUROPE and the UNITED STATES in particular.</span></span></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="MsoNormal" style="color: red; line-height: normal;"><span style="font-size: large;"><b><span style="font-family: "Times New Roman","serif";">THE RISE OF BRITAIN</span></b></span></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><span style="font-family: "Times New Roman","serif";">BRITAIN'S rise to its once-extraordinary power represented an unintended gift from Napoleon. It had global ambitions before the Napoleonic Wars, but its defeat in NORTH AMERICA and competition with other EUROPEAN navies meant BRITAIN was by no means assured pre-eminence. In Napoleon's first phase, FRANCE eliminated navies that could have challenged the BRITISH navy. The defeat of the FRENCH fleet at Trafalgar and the ultimate FRENCH defeat at Waterloo then eliminated FRANCE as a significant naval challenger to BRITAIN for several generations.</span></span></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><span style="font-family: "Times New Roman","serif";">This gave BRITAIN dominance in the NORTH ATLANTIC, the key to global power in the 19th century that gave control over trade routes into the INDIAN and PACIFIC OCEANS.</span></span></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><span style="font-family: "Times New Roman","serif";">This opportunity aligned with economic imperatives. Not only was BRITAIN the dominant political and military power, it also was emerging as the leader in the Industrial Revolution then occurring in EUROPE. Napoleon's devastation of continental EUROPE, the collapse of FRENCH power and the underdevelopment of the UNITED STATES gave BRITAIN an advantage and an opportunity. </span></span></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><span style="font-family: "Times New Roman","serif";">As a manufacturer, it needed raw materials available only abroad, markets to absorb BRITISH production and trade routes supported by strategically located supply stations. THE BRITISH EMPIRE was foremost a trading bloc. BRITAIN resisted encroachment by integrating potential adversaries into trade relationships with the empire that it viewed as beneficial. In addition, the colonies, which saw the benefits of increased trade, would reinforce the defense of the empire. </span></span></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><span style="font-family: "Times New Roman","serif";">As empires go, BRITAIN resembled ROME rather than NAZI GERMANY. Though Rome imposed its will, key groups in colonial processions benefitted greatly from the relationship. Rome was thus as much an alliance as it was an empire. NAZI GERMANY, by contrast, had a purely exploitative relationship with subject countries as a result of war and ideology. BRITAIN understood that its empire could be secured only through Roman-style alliances. BRITAIN also benefitted from the Napoleonic Wars' having crippled most EUROPEAN powers. BRITAIN was not under military pressure for most of the century, and was not forced into a singularly exploitative relationship with its empire to support its wars. It thus avoided Hitler's trap.</span></span></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="MsoNormal" style="color: red; line-height: normal;"><span style="font-size: large;"><b><span style="font-family: "Times New Roman","serif";"><span style="font-size: x-large;">Geopolitical Analysis and Monitoring Food for thought:</span> <span style="font-size: x-large;">Empires</span></span></b></span></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><b><span style="color: blue; font-family: "Times New Roman","serif";">The Romans invented the road in order to move their armies efficiently and fast and subsequently became an Empire</span></b></span></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIjNNkvJSBUIsmWKplJXcUlUNJA5AtMhsRu0kIuV9UOyQcoSmNQeBvFihSoKYFHlP0o9P9aT-GvuJrrBF8gbXxy3v0C1VN-8fc89k_0eAiOYklw7p5Xq0VStxeAA-nrPTU4sKGrgV01vNz/s1600/r_roman_road.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="130" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIjNNkvJSBUIsmWKplJXcUlUNJA5AtMhsRu0kIuV9UOyQcoSmNQeBvFihSoKYFHlP0o9P9aT-GvuJrrBF8gbXxy3v0C1VN-8fc89k_0eAiOYklw7p5Xq0VStxeAA-nrPTU4sKGrgV01vNz/s200/r_roman_road.jpg" width="200" /></a></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><b><span style="color: blue; font-family: "Times New Roman","serif";">The British invented the railroad in order to connect strategic trade routes and thus became an Empire</span></b></span></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdwDun_O4Ew8bfphSRlWbxOFzTLenrunUYwgPBHQWOdA-Bki7lRtMkQim8YnEcHXiDB4052ZxiWRyOPPyK5FyUBbJKHpfflKVrihODqpCJTVhy9rdel9Qa6Ix9qqT4WNn8EMbpezFS6zq3/s1600/A_compound_locomotive_on_British_Railways_in_1948.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="128" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdwDun_O4Ew8bfphSRlWbxOFzTLenrunUYwgPBHQWOdA-Bki7lRtMkQim8YnEcHXiDB4052ZxiWRyOPPyK5FyUBbJKHpfflKVrihODqpCJTVhy9rdel9Qa6Ix9qqT4WNn8EMbpezFS6zq3/s200/A_compound_locomotive_on_British_Railways_in_1948.jpg" width="200" /></a></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><b><span style="color: blue; font-family: "Times New Roman","serif";">  </span></b></span></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><b><span style="color: blue; font-family: "Times New Roman","serif";">The Americans invented the info high way, connecting the world digitally, thus controlling information and subsequently became and Empire</span></b></span></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5BX4sxHzYdntbrnT17r1qk-RDEZDxmtdx2exZwWCb88ojRge6l1j2Zwonh2rmapV_pCVhgz9aG6GhaAOXRaJN3PcUgcIgv3OK5AAcC0FNVZD9UhxWsxZ-KcqegTkIavtlpN4Y8Am6sWrk/s1600/infohighway.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5BX4sxHzYdntbrnT17r1qk-RDEZDxmtdx2exZwWCb88ojRge6l1j2Zwonh2rmapV_pCVhgz9aG6GhaAOXRaJN3PcUgcIgv3OK5AAcC0FNVZD9UhxWsxZ-KcqegTkIavtlpN4Y8Am6sWrk/s200/infohighway.jpg" width="139" /></a></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="MsoNormal" style="color: red; line-height: normal;"><span style="font-size: large;"><b><span style="font-family: "Times New Roman","serif";">THE GERMAN AND U.S. CHALLENGES</span></b></span></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><span style="font-family: "Times New Roman","serif";">This began to change in the late 19th century with two major shifts. The first was GERMAN unification in 1871, an event that transformed the dynamics of EUROPE and the world. Once unified, GERMANY became the most dynamic economy in EUROPE. BRITAIN had not had to compete for economic primacy since Waterloo, but GERMANY pressed BRITAIN heavily, underselling BRITISH goods with its more efficient production. </span></span></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><span style="font-family: "Times New Roman","serif";">The second challenge came from the UNITED STATES, which also was industrializing at a dramatic pace -- a process ironically underwritten by investors from BRITAIN seeking higher returns than they could get at home. The U.S. industrial base created a navy that surpassed the BRITISH navy in size early in the 20th century. The window of opportunity that had opened with the defeat of Napoleon was closing as GERMANY and the UNITED STATES pressed BRITAIN, even if in an uncoordinated fashion.</span></span></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><span style="font-family: "Times New Roman","serif";">The GERMAN challenge culminated in World War I, a catastrophe for BRITAIN and for the rest of EUROPE. Apart from decimating a generation of men, the cost of the war undermined BRITAIN'S economic base, subtly shifting London's relationship with its empire. Moreover, BRITISH power no longer seemed inevitable, raising the question among those who had not benefitted from BRITISH imperialism as to whether the empire could be broken. </span></span></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><span style="font-family: "Times New Roman","serif";">BRITAIN became more dependent on its empire, somewhat shifting the mutuality of relations. And the cost of policing the empire became prohibitive relative to the benefits. Additionally, the UNITED STATES was emerging as a potential alternative partner for the components of the empire -- and the GERMAN question was not closed.</span></span></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><span style="font-family: "Times New Roman","serif";">World War II, the second round of the GERMAN war, broke BRITAIN'S power. BRITAIN lost the war not to GERMANY but to the UNITED STATES. It might have been a benign defeat in the sense that the UNITED STATES, pursuing its own interests, saved BRITAIN from being forced into an accommodation with GERMANY. Nevertheless, the balance of power between the UNITED STATES and BRITAIN completely shifted during the war. BRITAIN emerged from the war vastly weaker economically and militarily than the UNITED STATES. Though it retained its empire, its ability to hold it depended on the UNITED STATES. BRITAIN no longer could hold it unilaterally. </span></span></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><span style="font-family: "Times New Roman","serif";">BRITISH strategy at the end of the war was to remain aligned with the UNITED STATES and try to find a foundation for the UNITED STATES to underwrite the retention of the empire. But the UNITED STATES had no interest in this. It saw its primary strategic interest as blocking the SOVIET UNION in what became known as the Cold War. Washington saw the empire as undermining this effort, both fueling anti-Western sentiment and perpetuating an economic bloc that had ceased to be self-sustaining.</span></span></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="MsoNormal" style="color: red; line-height: normal;"><span style="font-size: large;"><b><span style="font-family: "Times New Roman","serif";">FROM SUEZ TO SPECIAL RELATIONSHIP</span></b></span></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><span style="font-family: "Times New Roman","serif";">The U.S. political intervention against the BRITISH, FRENCH and ISRAELI attack on EGYPT in 1956, which was designed to maintain BRITISH control of the Suez Canal, marked the empire's breaking point. Thereafter, the BRITISH retreated strategically and psychologically from the empire. They tried to maintain some semblance of enhanced ties with their former colonies through the Commonwealth, but essentially they withdrew to the BRITISH ISLES. </span></span></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><span style="font-family: "Times New Roman","serif";">As it did during World War II, BRITAIN recognized U.S. economic and military primacy, and it recognized it no longer could retain its empire. As an alternative, the BRITISH aligned themselves with the U.S.-dominated alliance system and the postwar financial arrangements lumped together under the <b style="background-color: white;"><span style="background-attachment: scroll; background-clip: border-box; background-image: none; background-origin: padding-box; background-position: 0% 0%; background-repeat: repeat; background-size: auto auto;">Bretton Woods</span></b><span style="background-color: white;"> s</span>ystem. <a href="http://www.brettonwoodsproject.org/item.shtml?x=320747">http://www.brettonwoodsproject.org/item.shtml?x=320747</a><span>  and </span> </span></span></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbeKUYTo8MSaO_2xnR33RI29n7W8WWZtdAnWpUowH6AQ3cb_6Uyc6Je1s7yqj6w-KGzYT14evW2lNtt0stk2r86VAPrrFRFnJCy55ptWW1Hl7AGFwfIKHc5MBQgs6YgFlMhr4J3yDF9HhB/s1600/f1-3-bretton_woods.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="268" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbeKUYTo8MSaO_2xnR33RI29n7W8WWZtdAnWpUowH6AQ3cb_6Uyc6Je1s7yqj6w-KGzYT14evW2lNtt0stk2r86VAPrrFRFnJCy55ptWW1Hl7AGFwfIKHc5MBQgs6YgFlMhr4J3yDF9HhB/s400/f1-3-bretton_woods.jpg" width="400" /></a></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><span style="font-family: "Times New Roman","serif";"><a href="http://news-these-days.blogspot.com.ar/2011/10/food-for-thought_24.html">http://news-these-days.blogspot.com.ar/2011/10/food-for-thought_24.html</a></span></span></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><span style="font-family: "Times New Roman","serif";">  </span></span></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><span style="font-family: "Times New Roman","serif";">The BRITISH, however, added a dimension to this. Unable to match the UNITED STATES militarily, they outstripped other AMERICAN allies both in the quantity of their military resources and in their willingness to use them at the behest of the AMERICANS.</span></span></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><span style="font-family: "Times New Roman","serif";">We might call this the "lieutenant strategy." BRITAIN could not be AMERICA'S equal. However, it could in effect be AMERICA'S lieutenant, wielding a military force that outstripped in number -- and technical sophistication -- the forces deployed by other EUROPEAN countries. The BRITISH maintained a "full-spectrum" military force, smaller than the U.S. military but more capable across the board than militaries of other U.S. allies. </span></span></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZBNlVanstEkdx9s4o_rRpW44P_3AtLNvdCQvr_HEXQNw2ZCu3FiFDPjqrymKDO7JXAegWuz6psAmH8v8SG-MJuTB0K0l8UuU2w3SL2AF1gO7ezoDXgab_DyrvYon-cPn08KwpBEi28CH0/s1600/1898c-Poster_promoting_British_American_relations-Donaldson_Litho_Co-LC-USZC2-5745.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZBNlVanstEkdx9s4o_rRpW44P_3AtLNvdCQvr_HEXQNw2ZCu3FiFDPjqrymKDO7JXAegWuz6psAmH8v8SG-MJuTB0K0l8UuU2w3SL2AF1gO7ezoDXgab_DyrvYon-cPn08KwpBEi28CH0/s400/1898c-Poster_promoting_British_American_relations-Donaldson_Litho_Co-LC-USZC2-5745.jpg" width="307" /></a></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><span style="font-family: "Times New Roman","serif";">The goal was to accept a subordinate position without being simply another U.S. ally. The BRITISH used that relationship to extract special concessions and considerations other allies did not receive. They also were able to influence U.S. policy in ways others couldn't. The UNITED STATES was not motivated to go along merely out of sentiment based on shared history, although that played a part. Rather, like all great powers, the UNITED STATES wanted to engage in coalition warfare and near warfare along with burden sharing. BRITAIN was prepared to play this role more effectively than other countries, thereby maintaining a global influence based on its ability to prompt the use of U.S. forces in its interest.</span></span></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><span style="font-family: "Times New Roman","serif";">Much of this was covert, such as U.S. intelligence and security aid for BRITAIN during the Troubles in NORTHERN IRELAND. Other efforts were aimed at developing economic relationships and partnerships that might have been questionable with other countries but that were logical with BRITAIN. A good example -- though not a very important one -- was London's ability to recruit U.S. support in BRITAIN'S war against ARGENTINA in the FALKLAND Islands, also known as the MALVINAS. The UNITED STATES had no interests at stake, but given that BRITAIN did have an interest, the U.S. default setting was to support the BRITISH. </span></span></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><span style="font-family: "Times New Roman","serif";">There were two dangers for the BRITISH in this relationship. The first was the cost of maintaining the force relative to the benefits. In extremis, the potential benefits were great. In normal times, the case easily could be made that the cost outstripped the benefit. The second was the danger of being drawn so deeply into the U.S. orbit that BRITAIN would lose its own freedom of action, effectively becoming, as some warned, the 51st state.</span></span></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><span style="font-family: "Times New Roman","serif";">BRITAIN modified its strategy from maintaining the balance of power on the Continent to maintaining a balance between the UNITED STATES and EUROPE. This allowed it to follow its U.S. strategy while maintaining leverage in that relationship beyond a wholesale willingness to support U.S. policies and wars. </span></span></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><span style="font-family: "Times New Roman","serif";">BRITAIN has developed a strategy of being enmeshed in EUROPE without FRANCE'S enthusiasm, at the same time positioning itself as the single most important ally of the only global power. There are costs on both sides of this, but BRITAIN has been able to retain its options while limiting its dependency on either side.</span></span></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><span style="font-family: "Times New Roman","serif";">As EUROPE increased its unity, BRITAIN participated in EUROPE, but with serious limits. It exercised its autonomy and did not join the EUROZONE. While the UNITED STATES remains BRITAIN'S largest customer for exports if EUROPE is viewed as individual countries, EUROPE as a whole is a bigger customer. Where others in EUROPE, particularly the GERMANS and FRENCH, opposed the IRAQ war, BRITAIN participated in it. At the same time, when the FRENCH wanted to intervene in LIBYA and the AMERICANS were extremely reluctant, the BRITISH joined with the FRENCH and helped draw in the AMERICANS.</span></span></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="MsoNormal" style="color: red; line-height: normal;"><span style="font-size: large;"><b><span style="font-family: "Times New Roman","serif";">KEEPING ITS OPTIONS OPEN</span></b></span></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><span style="font-family: "Times New Roman","serif";">BRITAIN has positioned itself superbly for a strategy of waiting, watching and retaining options regardless of what happens. If the EUROPEAN UNION fails and the EUROPEAN nation-states re-emerge as primary institutions, BRITAIN will be in a position to exploit the fragmentation of EUROPE to its own economic and political advantage and have the UNITED STATES available to support its strategy. If the UNITED STATES stumbles and EUROPE emerges more prominent, BRITAIN can modulate its relationship with EUROPE at will and serve as the EUROPEANS' interface with a weakened UNITED STATES. If both EUROPE and the UNITED STATES weaken, BRITAIN is in a position to chart whatever independent course it must.</span></span></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><span style="font-family: "Times New Roman","serif";">The adjustment BRITISH Prime Minister Winston Churchill made in 1943 when it became evident that the UNITED STATES was going to be much more powerful than BRITAIN remains in place. BRITAIN'S willingness to undertake military burdens created by the UNITED STATES over the last 10 years allows one to see this strategy in action. Whatever the BRITISH thought of IRAQ, a strategy of remaining the most reliable ally of the UNITED STATES dictated participation. At the same time, the BRITISH participated deeply in the EUROPEAN UNION while hedging their bets. BRITAIN continues to be maintaining its balance, this time not within EUROPE, but, to the extent possible, between EUROPE and the UNITED STATES.</span></span></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><span style="font-family: "Times New Roman","serif";">The BRITISH strategy represents a classic case of a nation accepting reversal, retaining autonomy, and accommodating itself to its environment while manipulating it. All the while BRITAIN waits, holding its options open, waiting to see how the game plays out and positioning itself to take maximum advantage of its shifts in the environment.</span></span></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><span style="font-family: "Times New Roman","serif";">It is a dangerous course, as BRITAIN could lose its balance. But there are no safe courses for BRITAIN, as it learned centuries ago. Instead, the BRITISH buy time and wait for the next change in </span></span></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><span style="font-family: "Times New Roman","serif";">history.</span></span></div><div class="MsoNormal" style="line-height: normal;"><br /></div><div class="MsoNormal" style="line-height: normal;"><span style="font-size: large;"><span style="font-family: "Times New Roman","serif";"><b style="color: blue;">Does Turkey follow a similar strategy? Read the following articel </b></span></span></div>

British "Chess Game"

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where do i put all of this

9:06 AM Anonymous 0

When Amelia started pre-school I loved every stinkin piece of art she brought home. Every piece was incredible. "Obviously my child is an art prodigy", I would think.<br /><br />Then, she brought home more. And more. At times she'd bring home 3 or 4 things a day. It slowly turned from "what an amazing picture you made" to "another picture...great". <br /><br />While I love my child, and of course think she's the best at everything she does, it was getting a bit out of control. There were projects everywhere. I think they breed in the night. Like some sort of sick Toy Story movie.<br /><br />To corral the crafty chaos I put a small out of the way corner to use. This little alcove is off of the kitchen and leads downstairs to the family room, out to the garage thru one door and to a side yard thru the other door. A perfect place to add some craft cheer.<br /><br />Each month I hang what she brings home on the door(s). Then, at the end of each month I take her picture with that month's display and then we take it all down and throw them away, keeping 1 or maybe 2 to go in her memory box.<br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzRot5qUNfeyUeiniLL0IYihSIDAiGkmsuPymlH-0P2J7Q0OWTmD5hSGw6aZPRdXbbp73rIow4WCz9zCXaCuH_GXFfO40hwRwxfq_9z4oP0sSaxjJgFAto9a-DKyF_49JRxJV_NATZsZVm/s1600/-2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="460" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzRot5qUNfeyUeiniLL0IYihSIDAiGkmsuPymlH-0P2J7Q0OWTmD5hSGw6aZPRdXbbp73rIow4WCz9zCXaCuH_GXFfO40hwRwxfq_9z4oP0sSaxjJgFAto9a-DKyF_49JRxJV_NATZsZVm/s640/-2.jpg" width="640" /></a></div><div class="separator" style="clear: both; text-align: left;">Some months there is more participation in the picture than in others. </div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPS35npb2kKCrvNY6SCK7G2o1ycuHGXaCOwnuK53T721FBCECGdv94cauvtfMGqxYmQ_kfP2YFefwNYm6M1X0QdeIvLpGFMSsprLHHxOrEhPecCwC0NHjzv1ArLMFogEZvqaouqEhJ0-w7/s1600/-1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="460" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPS35npb2kKCrvNY6SCK7G2o1ycuHGXaCOwnuK53T721FBCECGdv94cauvtfMGqxYmQ_kfP2YFefwNYm6M1X0QdeIvLpGFMSsprLHHxOrEhPecCwC0NHjzv1ArLMFogEZvqaouqEhJ0-w7/s640/-1.jpg" width="640" /></a></div><div class="separator" style="clear: both; text-align: left;">We make sure to always get the calendar in the shot so we know which month we looking at. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJDmzAao3nQsV8x0_qLrUbS7zbn903XsVJaOzXMoifXozpiTHo4yDJepoVlUsWeCkm9E1ylOEGRZ5gr6d5q-3i_Zn6QLsdmTIxtRcwb5uq35OrwW9TspZsSYXbZX_ACUPHfoq7F5772ICU/s1600/P4045761.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJDmzAao3nQsV8x0_qLrUbS7zbn903XsVJaOzXMoifXozpiTHo4yDJepoVlUsWeCkm9E1ylOEGRZ5gr6d5q-3i_Zn6QLsdmTIxtRcwb5uq35OrwW9TspZsSYXbZX_ACUPHfoq7F5772ICU/s640/P4045761.JPG" width="422" /></a></div> And some months I forget to remove the dog bowl before taking the picture.<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcxv6aAh5NnrNJ5mMkWzcWJjD8RYiiSP-Qqnvg9L3L3sgy03jT1O3G50fnVWl4GsLP8YJuxcyjid3Pq3aYAWWhsdgjDMRU7_qc_6JFe3MmzTFb55pQauuy-VmTvAXP-lPAGdn1eVnxYnDn/s1600/P5026195.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcxv6aAh5NnrNJ5mMkWzcWJjD8RYiiSP-Qqnvg9L3L3sgy03jT1O3G50fnVWl4GsLP8YJuxcyjid3Pq3aYAWWhsdgjDMRU7_qc_6JFe3MmzTFb55pQauuy-VmTvAXP-lPAGdn1eVnxYnDn/s640/P5026195.JPG" width="422" /></a></div>We've got two years worth of these pictures so far and it has been really fun to look back at them and see how she's changed and how her art has matured. The paper monster is tamed!<br /><br />What do you do to keep school projects and information overflow from taking over?

where do i put all of this

When Amelia started pre-school I loved every stinkin piece of art she brought home. Every piece was incredible. "Obviously my child is an art prodigy", I would think.Then, she brought home more. And more. At times she'd bring home 3 or 4 things a day…

Free SchoolNet online short courses for May and June for South African educators

3:59 AM Tukiyooo 0

<div dir="ltr" style="text-align: left;" trbidi="on"><div class="post-title entry-title" style="font-family: Arial,Helvetica,sans-serif; text-align: left;"><span style="font-size: small; font-weight: normal;">SchoolNet SA is always pleased to be able to announce its initiative of providing free short online courses to South African educators in technology integration. Please take note of the courses for May (Create your own wiki) and June (Get the most from Google Docs). Here are the details:</span><span style="font-size: large;"><span style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;"><b><br /><br />Current course -</b><b> </b></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span style="font-size: large;"><b style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;">SchoolNet's 'Create your own Wiki' free online course</b></span><b style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;"><span style="font-size: medium;"> </span></b><span style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif; font-size: medium; font-weight: normal;">(</span><span style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif; font-size: x-small; font-weight: normal;">May 2012)</span></span></div><div style="text-align: left;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdhltKvw2WD1iSYTsa-y6zy8ME-rddD35_me6asA6-nKGzPhTMcn2PrH_giYptYD5XKBsLE4j81RQqbdQLvKwPIBX-fNxKkOH0cnMlnKOe27-39yIjpmA_qky-nFNf1bxE8oO7XqovIFQ/s1600/wikispaces.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="95" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdhltKvw2WD1iSYTsa-y6zy8ME-rddD35_me6asA6-nKGzPhTMcn2PrH_giYptYD5XKBsLE4j81RQqbdQLvKwPIBX-fNxKkOH0cnMlnKOe27-39yIjpmA_qky-nFNf1bxE8oO7XqovIFQ/s320/wikispaces.JPG" width="320" /></a></div><div style="text-align: left;"></div><span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">If you are a South African teacher and  would like to sign up for this free course, please click on the link  below to be taken to the sign up page. You will then be sent an email  directing you to the online course platform.  The course starts  officially on 3 May  but it is the type of course where you can easily  catch up. The course is supported by 'how to' webinars</span><br /><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><br /></span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><u>Course content</u>:</span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">Week 1: How to create a wiki using Wikispaces</span></div><div class="MsoNoSpacing" style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">Week 2: Make your wiki look and work like a website</span></div><div class="MsoNoSpacing" style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">Week 3: Add writing, photos, audio and video to your wiki</span></div><div class="MsoNoSpacing" style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">Week 4: Using your wiki for online projects</span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><br /></span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><a href="https://docs.google.com/spreadsheet/viewform?formkey=dEpfNGtOU0hELW5iTldIQVVhTXhnd0E6MQ" target="_blank">Sign up for the wiki course here.</a></span></div><br /><span style="font-size: large;"><span style="font-family: 'Helvetica Neue',Arial,Helvetica,sans-serif;"><b>Next month's</b></span></span><span style="font-family: inherit;"><span style="font-family: 'Helvetica Neue',Arial,Helvetica,sans-serif;"><b><span style="font-size: medium;"><span style="font-size: large;"> free online course - Make the most of Google Docs</span> </span></b></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif; font-size: x-small;">(June 2012)</span></span><br /><br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyZpNVsURX54uDYpQDNvPuvz8W-RQfT_83VD01Ybxe5Xz2a7a0kd8FWtEvPlqmWpNwF8DSr0sG9SdTa7IsOM8kBKjSDRNtiKQtHQfOonUrsuN42rdZikqfEzvR27kYjX0lJVoonBWPcyc/s1600/Google+docs.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="71" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyZpNVsURX54uDYpQDNvPuvz8W-RQfT_83VD01Ybxe5Xz2a7a0kd8FWtEvPlqmWpNwF8DSr0sG9SdTa7IsOM8kBKjSDRNtiKQtHQfOonUrsuN42rdZikqfEzvR27kYjX0lJVoonBWPcyc/s320/Google+docs.JPG" width="320" /></a></div><div class="MsoNormal" style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">This will be a four week course for Schoolnet Premium Members offered during June and centring on the popular Google Docs and how they can be used to enhance a classroom experience. </span><span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">The course is supported by 'how to' webinars. </span><br /><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><br /></span></div></div><div class="MsoNormal" style="font-family: Arial,Helvetica,sans-serif;"></div><div class="MsoNormal" style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><u>Course content</u>:</span></div><div class="MsoNoSpacing" style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">Week 1 (beginning May): What can you do with Google Docs? </span></div><div class="MsoNormal" style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">Week 2 (beginning May): Google forms are incredible<br />Week 3 (beginning May): Create and share a presentation using Google Docs<br />Week 4 (beginning May): Tips and tricks with Google Docs</span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><br /></span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span style="line-height: 115%;"> <a href="https://docs.google.com/a/schoolnet.org.za/spreadsheet/viewform?formkey=dHA5UXBubVRtVEd6bVFFalNYOHktUmc6MQ" target="_blank">Sign up for the Google Docs course here</a></span></span></div></div>

Free online courses Free SchoolNet online short courses for May and June for South African educators

SchoolNet SA is always pleased to be able to announce its initiative of providing free short online courses to South African educators in technology integration. Please take note of the courses for May (Create your own wiki) and June (Get the most fr…

The British Council partners with Schoolnet SA, Sangari SA and Softstart to establish IT hubs in South Africa

3:37 AM Tukiyooo 0

<div dir="ltr" style="text-align: left;" trbidi="on"><br /><div style="font-family: Arial,Helvetica,sans-serif;"><i><span style="font-family: "Courier New",Courier,monospace;">This report is given by Janet Thomson the Executive Director of SchoolNetSA</span><br /> </i></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">The British Council has formed partnerships with SchoolNet South Africa, Sangari SA and Softstart to establish IT Hubs in South Africa as well as promoting a range of future projects for South African classrooms and communities. </span><span style="font-size: small;">On Saturday March 31<sup>st</sup> the Zenzeleni Community Centre in Mpophomeni in the KwaZulu-Natal Midlands saw the opening of the first of the British Council’s IT Hubs in Southern Africa opened by the Mayor of the Umngeni Municipality, Her Worship Honourable Mayor Mbali Myeni.</span> </div><table border="0" cellpadding="0" cellspacing="0"> <tbody><tr> <td valign="top" width="194"><br /></td> <td width="270"><br /></td> <td width="307"><br /></td></tr><tr> <td width="270"><br /></td></tr></tbody></table>  <br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgemsFEoiSbOlb7Ngjx_zhExap0cIUSGP8Gya2AlsO66ZatvsBm46V1-QUQHgMRuRMLr-yLJ_hg7cZiYJxI0S36BOhmfZS9uoU6ch8m4Rb1OkpuMdLdPiI_F81V10OjSctRvdrCwP9Kxfc/s1600-h/clip_image010%25255B3%25255D.jpg" style="margin-left: 1em; margin-right: 1em;"><img alt="clip_image010" border="0" height="142" hspace="12" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFcVYC2eAhiGAFHzGM18WIRH90bQGX1N0w8fcdx1DUdc3Y6dwABq0TW-fpXEAGM1_g_oPcOe5x1HcQTBdaf4NxlBUZcR7x7OjovfNK_GjVpPIxJdZpmR74_0cZD-zK0mB5MlfmS1gdG4Q/?imgmax=800" style="background-image: none; border-color: -moz-use-text-color; border-style: none; border-width: 0px; display: inline; margin: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;" title="clip_image010" width="244" /></a></div><br /><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">Mr Bonginkosi Ndlovu from the community welcomed all visitors, sponsors, local community members and stakeholders. Mr Chris Khoza representing members from the board of trustees of the Zenzeleni Community Centre provided the background to the development of the centre and the colourful and sometimes tragic history of the Mpophomeni community itself.</span></div><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><div class="separator" style="clear: both; text-align: center;"><span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin-left: 1em; margin-right: 1em;"><img alt="clip_image012" border="0" height="163" hspace="12" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEii1b4eqCbcpziaRqUJBGs2LM1_ipGkeYCwvZ8ZxGfrJGl1IX0yNxVFHi5cvW6U9UqO11dzxSrcZK3Et7rs3Pg3MVJSnLmPdu4XVxWD8xyyHhNhwbykJxjEYtEoMRTxy5E4oqvHsKAmgvk/?imgmax=800" style="background-image: none; border-color: -moz-use-text-color; border-style: none; border-width: 0px; display: inline; margin: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;" title="clip_image012" width="244" /></span></div><br /><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">The representative from the British Council, Mr. Remo Chipatiso explained how the British Council is currently restructuring projects for schools worldwide into an all-encompassing Schools Online programme which will cover their Connected Schools programme as well as the DfID (Department for International Development) programme Global Schools Partnerships.</span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"> </span> </div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg15zcrgjlGppHsGyKbig4UOh40bDHe5YyLtMEeob6CcZ7WlcO7RJ54oIXcSzoDyk6YEDNpk1vZ2xRY1jC1GhkPfS4Jekl3IlDBIwNzMPu_8CSPmujyE0Om61mG9ebiWZsPaOx3kclNq5M/s1600-h/clip_image014%25255B3%25255D.jpg" style="margin-left: 1em; margin-right: 1em;"><img alt="clip_image014" border="0" height="164" hspace="12" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinAjKNFT1cSautENGFLdADeJU1qSR_7DqvaAp1-3U_De_g58D00ZgOJsU31SUc4LomRkWUmL3Q0mjKN0nlGXx1SJzOc3MUhPSvyqC-6QjZPg_u5fUoslsysFh5Ywa13UiejOj99JisjTg/?imgmax=800" style="background-image: none; border-color: -moz-use-text-color; border-style: none; border-width: 0px; display: inline; margin: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;" title="clip_image014" width="244" /></a></div><br /><br /><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">The provincial Department of Education was represented by Mr Phillip Dikgomo, Director of Maths Science and Technology who delivered a highly informative address outlining the array of considerations when using educational technologies in schools and communities. </span></div><span style="font-size: x-small;"> </span> <br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDkBwd-gucICb3E0SdkNeUoD7kI1RyRReIIXk3CyBKiFEE7u_6N0W0xaSu7EpwMgZIO_WmOhvTvPnsxdwezW_SSpeUVyGz6bQqFz9egTBaZJ742gp4lHrDi3yB5p7f6qHdR80Sn4oAJ_Y/s1600-h/clip_image016%25255B3%25255D.jpg" style="margin-left: 1em; margin-right: 1em;"><img alt="clip_image016" border="0" height="244" hspace="12" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUQKvbOMY6Bn9t3tAhuJi0dgLCCUJC-CD0lZIKOl2FPNN2sYYgHqQB9Grqukyp5g7ZPrBzctknX6bpR95kvBXllz8A7Wu5LMMdCM_p_Flp4Vj31vPrul_kllp5iDGOICYmRJfvTYMax1s/?imgmax=800" style="background-image: none; border-color: -moz-use-text-color; border-style: none; border-width: 0px; display: inline; margin: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;" title="clip_image016" width="169" /></a></div><br /><br /><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">SchoolNet SA for the first time ever had funded the provision of a bank of 25 netbooks that have a greater hard drive capacity than most desktop computers. Even more remarkable is the extent of the coverage of the connectivity that has been arranged for the centre. A number of options were discarded in favour of a mesh satellite solution which provides connectivity to a staggering 5 Kilometre radius in the Mpophomeni community.</span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">  </span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">All the speakers and stakeholders present were concerned about the security of these very portable devices.</span> </div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">However Janet Thomson was confident that the hardware would be secure as she recounted the history of hardware at the centre since the late 1990s with only one burglary having been recorded when the community was very quick to point out that the perpetrators had been from Durban and very much from outside the community. All community members present pledged that they would protect this valuable resource that had been donated and would ensure that it produced the promised returns.</span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">   </span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">The British Council had organised a competition for the local schools to participate by designing a logo for the new IT Hub. LeAnne Ponen from the British Council awarded a prize of a digital camera to Khulekani from Mphopomeni High School for his design. The British Council has a programme for Digital Ambassadors who represent their countries at international educational events. There are two such teachers from KwaZulu-Natal, Sibongile Mshengu from Mpophomeni High School and Siyanda Msomi from Mzuvele High School in KwaMashu.</span></div><span style="font-size: x-small;"> </span> <br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJ9ystcJ9HAt_I7xN_M9mYMcnn8zQ1bdaZh1QXO94odeSDLqszuPljxbMXzdr1Y3KcMvES9L7uWe9_24OnDdNFEVbt94JX1ar83O52TASiysPycLQ5QbCmAtmBFqn-tIAp3dAbXF1GUWg/s1600-h/clip_image018%25255B3%25255D.jpg" style="margin-left: 1em; margin-right: 1em;"><img alt="clip_image018" border="0" height="214" hspace="12" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWBFxpca2n65Rzgu5oVb45O8pqyMMW28TO_KvlBePJpYV4n0H5sd7htxr0oc8s1tkor6vG7xd34kD5S0tAHE4DT5r4Asxxi5LvepKJia4I0FRc8VLMRaT4Z3637Rzsjz4eApgaiR46uRQ/?imgmax=800" style="background-image: none; border-color: -moz-use-text-color; border-style: none; border-width: 0px; display: inline; margin: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;" title="clip_image018" width="244" /></a></div><br /><br /><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">Before performing the opening of the IT Hub by cutting the ribbon on the door of the computer room, the Mayor, the Honourable Mbali Myeni delivered her address. All those present were interested to hear that she had completed a Masters degree in the study of ICT for development in the Umngeni area and was indeed very knowledgeable in the field of Information and Communication Technologies. All attendees were then invited to view the hardware in the centre. This was followed by a video presentation by Mrs Hlengiwe Mfeka of SchoolNet SA who had recently returned from a trip sponsored by the British Council to Nairobi Kenya to represent South Africa. She had been accompanied by Siyanda Msomi. Hlengiwe made instant use of the newly donated Sangari SA ibox by projecting her video of the trip onto a wall in the computer centre. The benefits of the Sangari iBox were explained by the Director for Maths Science and Technology, </span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">Mr Dikgomo.</span></div><br /><table border="0" cellpadding="0" cellspacing="0"> <tbody><tr> <td valign="top" width="385"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhD2uskKAKU8_RMa4fc0bJRQtfphDARobqGxFRrEae8yycmRRYFD5Aw_1KtmzF9p7XOJglxhlsq18xzVsaAAeb4aEBlwerXeRfognD-9LNVvT2V_5K1VVGDGLra9mDdUwg1QBS7IBBjUc4/s1600-h/clip_image020%25255B3%25255D.jpg"><img alt="clip_image020" border="0" height="163" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghV2Kbxn1Q2L_Mx19DG12oNymgX4rdYQBiOOu6GwyohDZyPllEE80VTwoO-X12UOzGv-R49PEYED2WKyWKNZGDjalsZbhZafymzCF998cZA9K_BW6K_iGGu2APF1OGuW6jxKyAhhMynhs/?imgmax=800" style="background-image: none; border-bottom: 0px; border-left: 0px; border-right: 0px; border-top: 0px; display: inline; margin: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;" title="clip_image020" width="244" /></a></td> <td valign="top" width="385"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwuD9kI3cIHpEwnwC3DIyscY3xNp8jTm6W1rMpyx1hkkEjuP-lGywOBPjJ7Pp9iRZO2CrzTJLSBX2f0CC0jsD1GhgVN702c85Ig447Fy-D7tl6IbuWyz_EizWn9l0uHKo7bndp4WEJZD8/s1600-h/clip_image022%25255B3%25255D.jpg"><img alt="clip_image022" border="0" height="183" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqpyTwH10SVt92MYu9UtaQr2HXzp2HQt4Gz23WeMxgthacxPhJb6IjDCtr_PS3GbuTAhkn_vzYVBoTNWSTVW1FqR3QMphVDilQWMNTOvEOylPOP3NqVnkYGGKhi_XPTqwdnXYYGPjiY5Q/?imgmax=800" style="background-image: none; border-bottom: 0px; border-left: 0px; border-right: 0px; border-top: 0px; display: inline; padding-left: 0px; padding-right: 0px; padding-top: 0px;" title="clip_image022" width="244" /></a></td></tr></tbody></table><br /><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">The day’s proceedings were rounded off by a vote of thanks from Omashani Naidoo from SchoolNet SA who managed to thank the numerous individuals and companies who had made the launch of this hi tech facility at the Zenzeleni Community centre possible.</span>  </div></div>

news The British Council partners with Schoolnet SA, Sangari SA and Softstart to establish IT hubs in South Africa

This report is given by Janet Thomson the Executive Director of SchoolNetSA The British Council has formed partnerships with SchoolNet South Africa, Sangari SA and Softstart to establish IT Hubs in South Africa as well as promoting a range of future …

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The British Council partners with Schoolnet SA, Sangari SA and Softstart to establish IT hubs in South Africa

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