Modern Education System Pt. 2: The Solution

(This is a continuation from this article. I recommend you read that as it will be the point of comparison for the listed solution in this article.)

Structural Creativism, SC, is the idea of giving students a structured platform with specific guidelines to express and create whatever ideas they have. In a system that fails to cater to the interest of students, I believe providing this platform could be a pivotal tactic in the reformation of the education system and is my proposed solution. Before we delve into the topic, we must first come to an understanding of human nature and its effects on the learning process in order to understand the solution to the problem; within the nature of humans lies the answer to the problem of modern education and further validates the approach of SC.

Humans are curious and adventurous beings, possessing an innate knack for inquisition, likely because our schemas are developed through experiences. This primal characteristic is best observed amongst children, who seem to have an endless list of questions they want answers to. Observe a child the next time they inquire on some information and watch their reaction as you answer them. They are genuinely curious and will pay close attention to your words, asking questions until they have a satisfactory answer. Just as children possess the ability of endless questioning, so do they possess the skill of endless storytelling. Ask a child about something relevant to them and step back and watch them wrestle with their words and try catching their breath as they try to accurately convey their story to their audience. Working with children, I encountered many that were reserved, seldom interacting with anyone. I would try to get them engaged using various tactics, but it was not until I mentioned something that interested them that they would become responsive. The moment is very obvious, as their eyes would widen and their gaze turned towards you. Ask more questions about this interest of theirs and watch that reserved child talk frantically about their favorite cartoon character, video game etc. Children convey a lot about the nature of learning in humans and provide specific factoids that can be dissected from the aforementioned scenario on the learning process.

Humans are curious and seek answers to questions pertinent to our lives, we inquire on ways to answer those questions, and we have a genuine desire to share information on topics relevant to us. Combined, these factoids essentially summarize the human learning experience and depict a process that is self-driven and self-rewarded. By this I mean learning is a process initiated within oneself and propagated by the interests and desires of that individual which can only be satisfied when some self-satisfying result has been attained. Viewing the learning process in this manner highlights key areas of deficiencies in modern approaches to education, further discussed here, and better explains its shortcomings. Fortunately, we can use this understanding as a guideline to design student-centered curriculum that play on the learning process of humans/students.

The idea of student-focused/centered approach is not novel but hasn't been presented publicly in the detailed manner that I will be presenting below, nor has it been accompanied by compelling examples as I have presented above and in the previous article. The proposed SC approach to education acknowledges the self-centered nature of learning and employs that in designing programs that integrate the interests of students, in varying degrees, into the learning experience; nourish and encourage the genuine desire for learning amongst students; encourages the acquisition of practical skills and qualities. It is crucial that SC is not mistaken as a complete substitution to modern approaches, as I feel there are benefits in that approach as well. SC should rather be viewed as a supplementary tool to enhance the learning experience. The level of supplementation can be determined by analyzing schools historical performances and student outcomes. Fig. 1 depicts the spectrum which administrators can design and implement SC based programs.

Programs falling closer to the casual extreme minimize external input and intervention from teachers and emphasize building curriculums around students interests. In practice, the student will have some form of their normal school schedule but all their classes, assignments, and projects will be centered around their interests. The opposite of this is the structured approach where curricula resembles modern ones but a specific optional period, think after school program,  is set aside for students to partake in various lessons that interest them. Falling in the middle, will be a hybrid program that resembles the structured approach, but the supplementary class will be mandatory and parts of their classes will incorporate their interests. Regardless of where a program falls, the students will have the opportunity to relate their education to their lives. Creating this connection should theoretically increase their desire to learn, which should translate to improvements in academic performance. 

Another problem with modern approaches is the inadequate and irrelevant measures that are used to assess the capacity and progression of students throughout their educational careers. Instead, we need to have another method that assesses the progression of students thought processes, critical analysis, and mastery of foundational traits. I believe there are crucial traits most employers will list as being essential in an ideal employee. While the list could contain numerous qualities, I've found five to be great indicators of productivity amongst individuals; they are also traits that a proper education system can cultivate. These qualities include:

1) Creativity:

Creativity can be defined as the process of developing novel ideas, from conception to an actual product. I once was asked in an interview what I believed was more important, creativity or efficiency. This odd question became more obvious the further I delved into my explanation on the nature of creativity. If you think about the premise of efficiency, it strives for complete cohesiveness, predictability, and reliability. Imagine if Ford built the perfect car, operating on the most efficient materials and requiring no maintenance; being that it is the perfect car, no other changes need to be made. What we see is that the innovative nature of a system is diminished with greater efficiency. How about creativity? Creativity really can't be contained within parameters. It's perceptibly limitless but readily available to every individual. The vastness of creativity also presents the problem of disorganization and inefficiency. Both attributes are important on their own and are ideal when placed together, but I value creativity because its limits are unknown. When thinking of students, the vision should be focused on the future; the teachers should be teaching the students to think of the future and how their education is relevant to that. It is important to get students envisioning the future and seeing what roles they will play and how the tools (their education) they acquire will help them actualize those roles. If we solely focus on efficiency, there will be limitations in that scenario; there will be little excitement amongst the students and they will feel limited and trapped. Having them think creatively opens a world that they can explore and discover themselves within and apply their education in novel ways that will be productive to society.

2) Collaboration:

The real world is collaborative; we are constantly collaborating with coworkers, or other organizations in order to accomplish our jobs. As an individual, it is crucial to be able to not only formulate your own thoughts but also incorporate the ideas and requirements of participating parties, such as teachers and classmates. Purposefully assigning projects that allow students to collaborate with others, alerts them to this crucial trait and allows them to gain appreciation for the process. 

3) Presentation

Creativity without action is a blocked dam. While you want to nurture creativity, you don't want to fall for encouraging dreamers. Making students present their ideas to an audience in a physical format whether it is in writing, video, photography, or whatever medium they desire, encourages them to act upon their ideas. The process of taking your ideas into a physical format and then presenting it to someone forces the student to not only verbalize their thoughts in a manner that aligns with their visions but also in a way that people will be able to understand. The entire process also exposes students to potential roadblocks and teaches them how to troubleshoot and utilize other problem solving techniques in completing tasks. 

4) Punctuality

One of the most important attributes students should learn early is punctuality. What good are good ideas if the person lacks the ability to actualize those ideas, and even worse they fail to do so because they're unable to get things done in a timely manner? Teaching students to be punctual early on will be foundational in spawning more productive students from our education systems. Giving students deadlines that progressively get slimmer, but remain within a feasible parameter, will help in achieving this.

5) Self sufficiency

In general, most minors have lived their lives under their parents supervision, having major decisions made by them with little to worry for themselves. Giving students the sense of control over their education places responsibility in their hands and forces them to be more thoughtful on matters of their education from classes they take to their extracurricular activities. The goal is to have this mindfulness translated into proactivity amongst students. Students need to learn early on that their progression in life is determined by their efforts and actions, not anyone else. This will especially be useful in preparing them for success in college, as the true gem of college comes from experiences you create outside the classroom.

Below is a video of a child named Logan. To me, Logan is the ideal student; enthusiastic and willing to learn. You can see that he is involved and enjoys his education. This is because his innate desire to learn is being nurtured through the utilization of a structurally creative environment. Logan still learns the traditional subjects he would learn in a public school system, but his program advances on this by taking into consideration and incorporating his interests into the curriculum. The result is a curriculum that is "personalized" to his interest, thus giving the subject relevance to him. His assignments are based on topics he's interested in and are to be presented in a way that showcases his complete grasp of the subject (the play.) He is proactive and looks for opportunities to apply his education such as the internship he partook in. Logan's program is essentially SC in practice, falling closer to the casual side of the spectrum. As seen from this case study, the learning experience can be significantly improved when you incorporate the students input and structure their learning in an encouraging environment.

In all, Structural Creativism based programs could significantly improve the learning process of students by reviving their enthusiasm for learning, appreciation for education, and equipping them with productive qualities and skills that are relevant to their interests and the workplace. I believe the shortcomings of modern education systems can be addressed by this approach and provide better learning conditions for students.

Sources:

http://www.epi.org/publication/class-of-2014/

https://nces.ed.gov/fastfacts/display.asp?id=561

https://nces.ed.gov/fastfacts/display.asp?id=561

Modern Education System Pt. 1: The problem

In the last several years the U.S. faced economical lows which perturbed the socioeconomic sphere and exposed weaknesses in sectors of our governance, the education system is one sector that was exposed and will be the focus of this article.  The article is divided into two parts; the first addressing the current atmosphere of the education system and problems it faces, the follow-up elaborating on a possible solution to the addressed problems. Although not comprehensive, I will highlight key aspects of the current system which will give points of comparison for my proposed alternative.

Saying our education system needs a reform is redundant. The discussion has been going on long before the economic downturn and it does not seem like there is a feasible solution in sight. Numerous debates and articles have been presented to address education reform in the past, yielding some results but nothing significant.

Most proposals have failed to yield significant results because there is a lack of understanding on the underlying problem. The education system is not a money, teacher, student, or infrastructure problem but rather an administrative problem. To be blunt, school is stale and uninteresting; most students I've spoken to cannot relate to the curriculum or understand the usefulness of their education and come to the conclusion that it is all pointless. Instead of listening to these voices and making changes accordingly, administrative bodies brush off their comments, labeling students lazy. The case is worsened by outdated and irrelevant standards that students have to measure up to. Most administrations play a numbers game in which their institution must meet set goals in order to meet standards set by their district or state such as; x number of passing students, x average SAT scores, x percentage attendance. While these are useful institutional goals, they fail to properly assess and measure qualities possessed by students. Placing students in a system they take no interest in and then assessing their capacity using outdated and irrelevant measures has produced unmotivated students, which in turn has led to the observed under-performance amongst students. Even amongst the students that meet or exceed the standards, they still emerge from the system unmotivated, underachieving, and unequipped for the real world. All these problems stem from the design and administration of our education system.

The system is driven by the need to meet standards, not only by the students but also the teachers. In practice, this has resulted in overworked teachers, neglected students and dwindling quality of education. Instead of addressing the way we approach the learning process, we instead get caught up in politics and fund allocations. These are discussions needed to sustain functioning institutions but the problem is the discussion ends at that. They only address the mechanisms of institutions and put students in the backseat, the reason for the existence of these institutions in the first place. In all the debates I have heard from politicians or articles I have come across, few ever mention anything relevant to the students learning process. In fact, in preparing this article, I searched for publications or polls on actual students opinions on the education system and the materials were scarce. My research was in no way extensive so that might explain my findings, but in this age it should not be that difficult to find material on a topic that has been ongoing for decades, then again I might be wrong. But based on what I have seen, the input from the people we are trying to educate is nonexistent. For example, if Nike was making a new sneaker, I would expect them to take into consideration the opinions of the public, whether from explicit feedback through polls or social media feed, or implicit feedback through sales trends. It will be absurd if the designers ignored public opinions and based their designs solely on the parameters the Nike CEO’s set. More than likely the CEO's don't even wear the shoes they're overseeing. Instead, the design is catered to specific audiences and the result is a successful sneaker amongst that audience, and if it isn't successful you can bet the production of that sneaker will cease. What does this have to do with our education system? Well, all I see is a system that operates to meet the standards of the state and the government, failing to take into consideration the voice of the students. As someone designing and administering education curriculum, shouldn't the interests and opinions of students be a priority in the administrative process? Should modifications not be made to address this issue? I believe so!

Current approaches have caused distaste for the education system amongst students, who call school irrelevant, inapplicable, and a waste of time and money. This is unacceptable! Learning is something that humans are inherently interested in and value and most students will attest to this when it comes to matters of their daily lives. But why the differing opinion when it comes to learning in the classroom? As I've mentioned, the input of students are nonexistent in the designing and administration of programs. Forcing standardized and outdated learning processes on students diminishes their enthusiasm for learning and their morale is debilitated when they are critiqued on qualities they don't care about and aren't good at rather than encouraging productive qualities they possess and nourishing those qualities. I don't believe you can use a standardized method to progress and encourage the learning process of students. They all come from broad backgrounds and have varied interests, and I believe that is something that needs to at least be considered. Even amongst the students that do graduate, the quality and outcomes of the majority of them reemphasizes their qualms with the education system and also proves the ineffectiveness of current methods in yielding highly qualified graduates.

Assessing the situation, the best solution to the problem will be to modify the way we design and administer curriculum for students as well as reevaluating our assessment tools. We need to alter our approach, taking into account the uniqueness of each student that steps into the classroom. If you're wondering how this could be feasible with the ratio of students to teachers, you need not worry. My proposed solution is Structural Creativism, a term that I will use to describe the process in which the uniqueness of students can be incorporated into their traditional schooling to enrich their learning experience. The proceeding article will delve into the idea of structural creativism and the role it could play in solving the problem.

Development Revolution: Resuscitating a Fruitless Model

It is true that history repeats itself. While the exact events vary, a specific theme is carried throughout. I believe that the key to drastically improving the efficacy of development practice lies in the analysis of historical context and identifying the details behind this theme.
Although these themes can be identified globally, I will mainly be using the United States and some of the changes it has experienced historically as points of reference for this article. Also, while we could delve into greater detail on some of the topics to be discussed, I will keep them brief only mentioning key points or data.
First, let me start by addressing the question of what this theme is that i have been mentioning. Present day society has arrived where it is due to a number of historical events that brought about changes so great that they reformed the fundamental mechanisms of our society. These changes are called revolutions and centuries were branded by these revolutions, reflecting the deep impact their changes imposed. These changes were like waves that washed ashore new practices and carried away old methods, refreshing the sphere in which society functioned. In general, these changes brought improvements that increased the efficiency and capacity of society, and put previous ways in its shadows. One of these pivotal changes was the industrial revolution. I will be using this period as a blueprint to not only show how it improved society, but more importantly, how it served as a catalyst to boost certain countries like the United States to economic prowess.The Industrial revolution brought about drastic changes in multiple sectors of our society including; transportation, textile, and communication. The need for an improved system that was able to accommodate the needs of society served as the motive for these innovations. While the genesis of this transformation is credited to England, the success story ultimately was rendered elsewhere to countries like the United States that caught on early and seized the opportunity to catapult themselves to economic prowess. These countries reaped the benefits of this era and were able to become more independent and compete in the global market. These countries also flourished because of the goods and improved quality of life these innovations brought. A few points should be noted from the industrial revolution such as: the pivotal role innovations had in transforming not only the way societies functioned but also the socioeconomic sphere, the global economic hierarchy,  and the independence and self sustainability of countries. 

The beauty of a revolution is its potential to hit the refresh button on social constructs, tipping set practices on their heads and forcing industries to re-strategize and reform their mode of operation. This may not immediately sound like a favorable situation, but this "refreshing" readjusts the playing field and sets everyone closer to the start line once again. Well, I guess that didn't make it sound any better, but as a practitioner in the development field observing this phenomenon, it should spark your interest. The story gets more intriguing when we look at modern day industries and realize that another revolution has dawned upon us. We are currently in the early stages of what I will call the "clean revolution". The refresh button has been hit once again, repositioning everyone closer to the start line. This is exciting news for developing countries seeking economic independence and prowess and for development practicioners as well! Focus should be directed towards understanding how countries like the United States were able to seize and transform an idea developed elsewhere into a system that allowed them to become leaders in this field. This leads to my qualm with the current development dogma.

The problem with development practice today is that it is complacent and lacks a pioneering spirit. It is still the same sob story about poor countries unable to sustain themselves and having to rely heavily on foreign aid, in the form of billions of dollars, to achieve basic needs such as providing food and conflict mitigation (I will acknowledge that there have been instances where the focus on development has veered from these rudimentary topics to highlighting the presence of skilled individuals in engineering and other sectors and providing funds for them.) While these are very serious issues that have yet to be resolved, I think it is time for the dogma to expand and focus more on goals that extend beyond this rudimentary and pathos driven approach. Its goals should be focused on how developing countries can delve into the clean revolution early on and attain economic prowess through this venture. History has shown us foreign aid is no solution for underdevelopment. True empowerment and independence requires a long term vision, one that is so ambitious it seems impossible. This was the mentality that drove countries to economic prowess and leadership during the industrial revolution. The tone of the discourse of development will have to at least match this for there to be a pivotal change in the field and in developing countries. As this new revolution slowly itemizes, not only will it be crucial for the vision and tone of this field to change, but calculated steps need to also be taken to implement and integrate the new set of standards into their socioeconomic sphere. 

The race is still fairly early and not only do developing countries benefit from this restart, they also have the benefit of starting with a relatively blank platform. Unlike developed countries which have well constructed systems, there are no set structures in place for most developing countries. It would be a very tedious and expensive process for a country like the United States to fully integrate some of the new green technologies and structures into its major cities . For developing countries, this process won't be as tasking or expensive because the infrastructure is not as organized as that of developed countries. Although these new structures will lead to savings in the future, the removal of old structures and installation of new ones will leave developed countries with a far greater cost than developing countries. This should not be a hindrance for developed countries who have the means to accommodate these costs, but once again, this difference only levels the playing field some more. Another advantage developing countries have is that they have had the luxury of observing current and soon to be outdated structures such as the energy/power industry.

Traditional methods of generating and supplying electricity is nowhere close to being as efficient as it truly can be. The current process produces far more electricity than we need, creates waste and pollution, and is not sustainable overall amongst other things. More energy is then wasted supplying this energy to homes, cars and other structures. These are some of the flaws that the clean revolution seeks to address. One way is by changing how we produce our energy. In 2012, it was reported that ~80% of America's energy came from non-renewable and polluting sources, while ~10% came from renewable sources. By tipping the scale to where renewable sources account for the majority of energy production, we can attain a much more sustainable system. While the details are uncertain on what the future of energy production will look like, we can definitely see a trend that can be followed. The energy industry is leaning towards a system that produces energy from renewable and sustainable sources that produce very minimal waste or pollution. How we consume energy (green technologies, higher efficiency appliances) and many other factors are already being adjusted to align with the clean revolution. Developing countries need to be making note of the deficiencies of the older system as well as this early stage system. Doing so will place them in a competitive position and could permit them to move to a position of pioneerism in this new era. This approach now gives a refreshing and innovative face to development practice, whereas previous development models tried to mirror the practices of developed countries onto emerging economies without lending any kind of innovation or customization to those models, which history has shown yields minimal desirable results and even worsens some countries economic situation.

Taking into consideration all I have mentioned in this article, I believe a much more aggressive, innovative, and efficient approach towards development practice can be derived. Analyzing previous revolutions will be crucial in determining the next steps developing countries as well as development practitioners need to take to properly designate resources and time. This refocused target will allow developing countries to be in an advantageous position and allow for competitive growth, yielding results old models could not produce.

References/Graphs:

2010 energy usage

Industrial revolution

Solutions: Conflict Mitigation (Boko Haram)

Conflict is a major impedance on the efforts of development practice and has to be analyzed when discussing the issue. This post is a continuation and case study on solutions to development issues, using the Boko Haram in Nigeria as my subject. For background and additional information on the Boko Haram, see further readings such as this analysis of the ideology behind the Boko Haram, or this brief chronicle of their presence in Nigeria. There's a plethora of further readings that can be found online as well. The purpose of this post is to introduce detailed and plausible solutions to the discourse of this issue.

For this discussion, I will divide conflict mitigation strategies into two categories, direct and indirect approach.

Direct Approach

Direct approach in this discussion refers to the direct intervention and opposition of a conflicting group (Boko Haram) by another party (Nigerian government.) 

I believe that an active approach is necessary in the mitigation of this issue because of the uncompromising and violent stance taken by the Boko Haram. It is stated in the Al Qaeda training manual found online that Islam calls for a hostile confrontation with nonbelievers. I am uncertain of the legitimacy of this manual, but if it is factual, such threats should not be met lightly. I believe that the Nigerian government needs to have a zero tolerance agenda to match the uncompromising stance of the Boko Haram. Any encounter with the Boko Haram or its affiliates needs to be met with lethal force. You can't compromise with someone who sees contention as the only plausible resolve and embraces death, you can only grant them that wish. It is unfortunate that the conflict has to escalate to such levels threatening more lives, but a long term perspective has to be taken when approaching this situation. It is more practical to set and control the intensity of the situation at a level manageable by the government early on, than allowing these groups to continue operating discretely until they grow to an uncontrollable size. They have stated that they are unwilling to compromise and will not stop their terror until the country is under Islamic law and oppositions are extinguished. This will surely be the fate of Nigeria if this issue is not properly addressed at the moment. Stopping the momentum of this group right now is the most effective direct approach that will limit casualties, cost, and time. 

Specific measures must be taken in order for a direct approach to be effective; mainly, there needs to be sound infrastructure and capable governmental agencies in place.

For infrastructure, this means sound roads, good energy structures, and land surveillance. It is no secret that the road situation is bad in Nigeria. The lack of adequate road access presents a hindrance to the efforts of military mobilization and monitoring. It also makes rural areas more vulnerable to attacks. Usage of geographic information systems, GIS, techniques will be beneficial in providing the government with land information. Other geographic analysis tools can be coupled with GIS technology to provide government agencies with land usage data. Better monitoring systems and geospatial information will in turn allow for government agencies, as well as local parties, to effectively monitor civilian activities. Local leaders and police should also be involved in this operation in order to set up tactics for on site overseers. I believe that having a capable infrastructure system like this will leave the Boko Haram with few places to hide.

The government also needs to curate a capable team to lead and utilize these strategies. As discussed earlier, the Boko Haram needs to be confronted in an urgent and non compliant manner that will seize their operation before it becomes uncontrollable. In order for this to occur, there needs to be a clear and uniform understanding amongst government personnel on the application and implication of such measures. This uniformity will give structure to the agenda, while reducing wasted efforts on strategies not catered towards achieving this goal. Infantries also need to be trained on specific counter-terrorism tactics and civilian protection.

Although it may seem that these measures are extreme, I think it would be beneficial in the long run. Also, some of the work and policies that will be put in place in solving this issue will be beneficial for future conflict mitigation in the country, creating a standard of operation against terrorist groups, improving the security in certain areas, GIS techniques can be applied to improve use of vacant land, and built infrastructure will be beneficial in the long run. There's also potential for economic benefits by creating jobs.

Indirect Approach

Indirect approach in this discussion refers to strategies not directly involving the opposing groups. The Boko Haram has been functioning mainly in the northeastern part of Nigeria, as seen in this map. For this approach, these areas and local governments/residents need to be the focal point when constructing strategies. Strategic goals should aim to isolate the Boko Haram and starve them from receiving any form of support outside the country and prevent them from acquiring any resources internally, whether that be financial, artillery, human capital, or intel.

The monitoring and tracking tools discussed earlier should be utilized for this approach as well. Data from these tools can be compiled to learn more about where the Boko Haram is operating and how to appropriately allocate resources.

As far as recruitment goes, I am uncertain of the tactics used by the Boko Haram. It is a common trend for groups to go after the youth when recruiting members. I feel that the Boko Haram might be operating in a similar fashion. This method is usually effective because this age group is easier to manipulate, through fear tactics and brainwashing, and enticing promises. Other possible groups are poor or unemployed persons. Due to their conditions, these groups are more vulnerable and easier to persuade. Working on strategies that will give these groups alternatives and educate them on facts that will allow them to make sounder decisions will be beneficial in starving the Boko Haram of new members.

For the youth, intervention programs need to be put in place. Giving this group extracuricular activities will occupy their time and possibly reduce their vulnerability. Some of the surveillance and monitoring tasks can be put in their hands to empower them and give them employment opportunities. This goes for the older groups as well. Education programs should also be put in place to educate residents on the issue. Islamic leaders that practice the true nature of the religion should be brought to educate locals. The government also needs to find the outlets with which these groups operate and block them, whether it is social or political.

Conclusion

Underdevelopment is crippling and hinders the efforts of conflict remediation. A countries capacity to effectively manage conflict is dependent on the presence of sound infrastructure and competent governmental personnel. Once these are in place, direct and indirect strategies can then be designed and implemented. In the case of the Boko Haram, this will involve; improving the monitoring of target regions using GIS and geographical analysis tools, training authoritative forces on responding to direct confrontation and emergency civilian mobilization, curbing the recruiting process by giving vulnerable groups alternatives, and implementing educational programs that will nullify the manipulative teachings of the Boko Haram.
As it is right now, the Boko Haram is not a significant threat based on their size. This will not be the case if the issue is not attacked aggressively through serious discussions and the progressive implementation of mitigation tactics. It will behoove the Nigerian government to begin seriously investing in measures that will address the issue and snip the problem in the bud, no matter how drastic or excessive it may seem.

One love

Sources:

http://www.globalsecurity.org/military/world/para/boko-haram.htm

http://lordedon.blogspot.com/2014/03/understanding-ideology-of-boko-haram.html

http://leadership.ng/features/343890/fct-forest-reserves-becoming-haven-criminal-activities

$100 prosthetic for war victims in Sudan

I love seeing stories like this! People using their talents and skills simply to better the lives of their neighbors. No talent is too small to have large impacts. Whatever skills you may have, hone it to make a difference in peoples lives.

Prosthetic for Sudan

http://inhabitat.com/100-3d-printed-prosthetics-offer-hope-to-amputees-in-war-torn-sudan/