The following two links make use of QuickTime player which can be downloaded from site at http://www.apple.com/quicktime/download/
The links must be opened by QuickTime player. QuickTime allows you to control the progression of the animation over time. It is necessary to copy the movie URL into QuickTime URL.

Animation movie of Global Peace Village in QuickTime player http://globalcommunitywebnet.com/
GCNewsletter/ May2011/GNewsMay2011.mov

Animation movie of Global Peace Village in .swf

Animation movie of Global Peace Village in .html

Animation movie of Global Peace Village in .wmv on the Internet

See 19 artboards promoting Global Peace Village and feel free to use any of them. Each artbord has dimensions 2880x1800.

• Artboard #1 Global Peace Village
  This artboard is made of vector graphics and maybe scaled to different sizes without losing quality. For instance, when you view the animation with html you can ZOOM right to the end of the village, and each corner, and still see the exact same quality of graphics.
• Artboard #2 Introduction by Soul of all Life who is showing the Village.
• Artboard #3 Peace viewpoint from students, children and home owners.
• Artboard #4 Peace viewpoint from a climber, the environment, global ecology, and cultural heritage and traditions.
• Artboard #5 Peace viewpoint from wildlife and farmers
• Artboard #6 Peace viewpoint from communities, sports and entertainment.
• Artboard #7 Peace viewpoint from environment, infrastructures, water, and spiritual and religious activities.
• Artboard #8 Peace viewpoint from governance, and the Global Dialogue.
• Artboard #9 Peace viewpoint from Global Peace Movement
• Artboard #10 Peace viewpoint from Global Citizens, businesses, Global Voting and democratic rights.
• Artboard #11 Peace viewpoint from Global peace Movement and Disarmament, settling of disputes between nations, Celebration of Life Day, and Global Ministries.
• Artboard #12 Peace viewpoint from the Global Exhibition.
• Artboard #13 Peace viewpoint from Justice for all with Global law, and the Global Justice Movement.
• Artboard #14 Peace viewpoint from the Canadian experience as the pathway to Peace in the world.
• Artboard #15 Peace viewpoint from the Scale of Global Rights
• Artboard #16 Peace viewpoint from Global Dialogue 2011 participants, and the Global Information Media (GIM) writers sending papers and articles.
• Artboard #17 Peace viewpoint from the global population issue, immigration, economic warfare, military warfare, and population warfare.
• Artboard #18 Peace viewpoint from the formation of Global Ministries, global coperation, Earth Management in most important aspects of life, and global symbiotical relationships.
• Artboard #19 Peace viewpoint from factors affecting education and training of any civilization today, and preparing youth for a world with a new economy and a new civilization built around local to global co-operation and Earth stewardship. Communities need to face reality and start educating this generation and the next ones for what is inevitable.

Read about the introductory text concerning Global peace Village: the way forward.

Short list of previous articles and papers on Global Peace

Animation movie of Global Peace Village: the way forward in .swf

Animation movie of Global Peace Village: the way forward in .html

Animation movie of Global Peace Village: the way forward in .wmv on the Internet

See the following artboards promoting Global Peace Village: the way forward and feel free to use them. The artboards have dimensions 2880x1800.

 

Artboard of Global Peace Village: the way forward
The staff inside of the observatory receiving instruction from Kathia, the owner and manager of the facility Intelligent Life Forms on Distant Planets (ILFODP) presently involved with finding other life forms on distant planets and making contact with intelligent life.

Artboard of Global Peace Village: the way forward
The Earth orbiting telescope manage by the staff at ILFODP.

Artboard of Global Peace Village: the way forward
Kathia giving instruction as to the next step forward concerning the research centre at the ILFODP facility and be using a new type of instruments capable of actually observing at any distances in our home galaxy, the Milky Way, and on planets in distant galaxies. The VGscope (vector graphics scope) is capable of observing images at any distances and show actual images with high quality details.

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Kathia about to take her son Eric home.

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Kathia and Eric outside the observatory and about to take their bikes to check the different sections of the ILFODP facility on the ground.

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The different sections of ILFODP on the ground

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Eric about to enter greenhouse #26

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Eric inspecting greenhouse #26 and finding it in good conditions.

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Kathia and Eric at their home near the ILFODP facility, a bike ride away.

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Sun rising over Global Peace Village.

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Global peace Village. ILFODP facility can be seen on the hills.

All our Global Peace animation projects are listed here.

Read about the introductory text concerning Global peace Village: the way forward.

Short list of previous articles and papers on Global Peace

All our Global Peace animation projects are listed here.

Animation movie of the Interview between Eric, son of Kathia, and Sue Morak, a freelance journalist in .swf

Animation movie of the Interview between Eric, son of Kathia, and Sue Morak, a freelance journalist in .html

Animation movie of the Interview between Eric, son of Kathia, and Sue Morak, a freelance journalist in .wmv on the Internet

Animation movie of the Facility for finding Intelligent Life Forms on Distant Planets (ILFODP) .swf

Animation movie of the Facility for finding Intelligent Life Forms on Distant Planets (ILFODP) in .html

Animation movie of the Facility for finding Intelligent Life Forms on Distant Planets (ILFODP) in .wmv on the Internet

See the following artboards promoting the Interview between Eric, son of Kathia, and Sue Morak, a freelance journalist and feel free to use them. The artboards have dimensions 2880x1800. And following, see also the artboards promoting the Facility for finding Intelligent Life Forms on Distant Planets (ILFODP).

 

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Year 2106. Interview bewteen Eric, son of Kathia, and Sue Morak, a freelance journalist doing background research about the site Global Peace Village and Earth (GPVE).

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My mother was truly a great diplomat of the Global Community and has managed to bring about Peace on planet Earth. Also her leadership has been a major factor in major advances

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Her other important achievements were all a result of her vision in improving the educational system worldwide. She was first in integrating students of all levels of education at one site thus promoting a healthier intellectual development from one generation to the next.

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At least today we know for certain God's goal: creation of life in all its forms throughout the Universe. And life is the key to God's Heaven. Why would there be billion of stars and galaxies in the observable Universe unless there was more than one way to communicate between one another and, of course, to travel the distances. To believe gives meaning to the Universe and that is of prime importance.

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Antigravity major discovery has made it possible to control our global climate to the point where we are able to move moisture in clouds to any place on the planet thus solving many problems causing flooding, deserts, forest fires, or the lack of drinking water. Proper global climate control has got rid of many problems such as poverty, conflicts over water, lack of water for agricultural production, land and top soil erosion, and pollution.

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Most of our buildings are underground. Bushes and trees are for the photosynthesis of oxygen we all need for breathing. Let me now show you part of the site. We will visit wings 9 (pre-school students) and 10 (age 5 to 9 students) of the University of Global Learning. After visiting the wings, I will show you the original animation of Global Dialogue 2012 November Newsletter explaining the goal of Global Peace Village and Earth.

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Sue and Eric arriving at the University of Global Learning.

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Wing 9 (pre-schooll students) and wing 10 (Age 5 to 9 students) of the University.

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These are typical pre-school classrooms you find in Wing 9. As I mentioned before, GCLC comprises 124 different wings, each wing represents a specific learning area and may have more than 200 classrooms. In pre-school children are taught to grow internal structures they will need later on in life when facing changes. They will become the new leaders of their generation and, through exercises while playing, we build up those internal structures which will allow them visioning solutions to problems for the better of all life globally and in the community where they will live.

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Pre-school

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Pre-school

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Pre-school

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Pre-school

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Pre-school

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Pre-school

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Age 5 to 9

This is the stage in a human being development when teachers and parents must help a child grow all the necessary internal structures needed for leaderhip in all fields.
Sciences
Give children the gift of belonging to the Global Community, their home, their natural environment, the original place where it all started. Children will find their inner self in this home and become important participants able to act with leadership. Sciences make children understand the world they are born and living in and why it needs their protection. Understanding our world is the first step of leadership.

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Sciences

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Sciences

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Sciences

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Sciences

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Sciences

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Sciences

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Free art

Free art helps develop further a strong inner self and the skill for vision. This skill will grow and be used daily later on in life ro resolve problems and deal effectively with the constant changes in their lives and the world. True leaders have to have a well develop skill for vision in their inner selves. Help children make use of their imagination. Ask them questions and allow them to express themselves freely with the use of their imagination. Let them use their imagination while doing painting and sculpture.

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Free art

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Free art

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Free art

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Free art

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Free art

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Free art

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Music

Allowing children to express themselves, their feelings, through music lessons is also a very important art form helping in the development of their internal structure.

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Music

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Music

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Music

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Music

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Music

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Music

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Leadership

Help children developed visioning, a new symbiotical relationship with all life on Earth and in the Universe, and with Soul of all Life. This will give the relationship a solid ground from which they can trust forward and grow to be the leaders of future generations. They will need this solid ground later in life in times when difficult decisions have to be made on behalf of all humanity.

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Leadership

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Leadership

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Leadership

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Leadership

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Leadership

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Leadership

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Leadership

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Joy, wonder and dream
Allow children to express joy and wonder, and dream freely about the immediate environment where they grow; and to experience life within themselves and in the world where they live and grow. They will grow the self, this sense of being a unique individual looking out and exploring.
Make children and youths discover for themselves why each member of "a Global Community" is important - each bird, each tree, each little animal, each insect, plant and human being, ~ and how all work together to create a good place to live.

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Joy

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Wonder

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Dream

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Play

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Nature
To experience the concept of "global community" walk outdoors in a location with as many natural elements as possible - city, park, river, mountains - be prepared to really look, to really see whatever surrounds you.Look up, look down, to the right, to the left, in front and behind you. Imagine all this space is inside a giant clear glass bubble.This is "a global community." Wherever you go, you are inside a "global" community. Every thing, every living creature there, interacts one upon the other. Influences inter-weave and are responsible for causes and effects. Worlds within worlds orbiting in and out of one another's space, having their being. Your presence has influence on everything else inside your immediate global community.
Learn to be aware of that and act accordingly, to create good or destroy, to help or to hurt. Your choice. To do good is being a responsible global citizen.

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Now let us explore this Global Community that we have visited and discover why each member is important ~ each bird, each tree, each little animal, each insect, plant and human being ~ and how all work together to create a good place to live.You walk like a giant in this Global Community. To all the tiny members you are so big, so powerful, even scary? You can make or break their world. But by knowing their needs, and taking care, you can help your whole Global Community be a good one. You become a good global citizen.

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Let each child be aware he either grows up to be a person who helps or a person who destroys. Each child makes his own choice. He creates his own future in this way. This may or may not inspire some sort of creative project, of what "could be" to aid this Global Community to remain healthy. To interact knowledgeably within one's global community has to be taught ~ especially to urban children. It has to be brought to them very clearly all life forms interact and depend upon other life forms for survival. They need to know "reasons why" ignorance of nature's law causes such damage, and why working in harmony with nature produces such good results. The concept of the Glass Bubble can be extended to include the planet Earth and all the "global communities" contained therein. That is "the Global Community".

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Nature

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Teach the unique way to make decisions
The appalling dilemma of decision-making. The idea here is to teach children and youths a unique way to make decisions. Life's major problems make us react ~ and there are myriad possible reactions ~ but to be of a mind-set that allows one to calmly face the problem detached from emotion in order to pick the best solution, may quite possibly be the most powerful tool of any person interested in personal development.

Human desires, vanities, attachments to family mores, influence these decisions and so they tend to be accurate expressions of each individual's character at that particular time.

Our choice, in the end, is what we want because of what we feel. This particular assessment of any given situation appears to express our level of development as a human being devoted to building strong character. One feels the most honest thing to do is face exactly what is presented on the horns of our dilemma for our choice:~ One solution will satisfy old values. The other will be in accord with new.

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Decision making

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Personal sustainable development
What is personal sustainable development? Why is this important to teach children and youths?
Personal sustainable development has to do with each and everyone of us:
a. being with self-control; eating to accommodate your body's needs and holding hereditary ills in check; maintaining a well working physical vehicle (your body); balancing our life with work, play and rest; feeding our mind and being constantly learning; communicating with others
b. living with the empowerment of free-thought, creativity
c. taking charge of our lives
d. planning for our own future
Everyone has to decide this by himself/herself. Knowing our weaknesses we can work eliminating them or at least making sure they would not affect significantly our decision-making process. It is a struggle that spans our lifetime.

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What to decide?
Once an individual is in control of his own being then he can extend his empowerment out to his global community and the Global Community.
This way each person has to decide what:
a. are the things holding us back and requiring serious attention and how can they be starved-out so good things may grow
b. is most important
c. deserves to be nurtured
At the end each and everyone of us decides what sort of person we want to become.
After going through this personal clean-up we become a better citizen, a more sensitive neighbour, a moral responsible father, and a more useful and respected member of the Global Community.

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Personal Sustainable Development

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Self-improvement based on conscience
Every man (woman) must make a personal decision about: What is most important to me? What about me deserves to be nurtured? What is holding me back? What requires serious attention? What about me needs "starving out" so good qualities can grow?

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Self-improvement based on conscience

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Human conscience
Conscience means human have the knowledge to keep the planet healthy; it is the science of determining right and wrong.
In case of the human conscience towards the planet's survival it is:
a. Saving the planet from becoming an uninhabitable place
b. Stopping the planet from becoming an uninhabitable place
Human conscience should prevent the planet from becoming uninhabitable. How much of what we have in spiritual values do we have to leave behind? Old ideas and thoughts, traditions, laws, ways of doing things must be re-evaluated and some left behind.
Human conscience will insist all possible measures be taken to prevent the planet from becoming uninhabitable. Education is necessary to awaken all people in all countries to the frightening fact that unless we all take responsibility for plant life it will soon become uninhabitable. It will no longer be able to support human life.

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Self-interest, self-preservation as a species, as peoples and inhabitants of this planet, instinct, are all driving forces of global human consciousness. Global consciousness is about a chain of dependence; everything depends on another form of life for survival like a symbiosis: lifeforms who contribute to the food or well-being of another species.

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Human conscience

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Symbiotical relationships
Creating meaningful symbiotical relationships between one another and between us and Soul of all Life is very important. We have defined that any symbiotical relationship is for the good of all. It is based on a genuine group concern and unconditional support for the individual's well-being ~ a giant leap in human behaviour. Symbiotical relationships are needed today for the long term future of humanity, for the protection of life on our planet, and to bring about the event of peace amongst us all. The fundamental criteria of any symbiotical relationship is that a relationship is created for the good of all groups participating in the relationship and for the good of humanity, all life on Earth. The relationship allows a global equitable and peaceful development and a more stable and inclusive global economy.

There is a need to change the "who cares?" attitude in children.
Human beings and other life species need oxygen to live. Trees, plants and growing things provide oxygen. Therefore we destroy the source of oxygen at our peril. The above is a vitally important fact. It is very important to have many areas of healthy green growth. It is not so important that every person owns his own green area. But what has to go is the "who cares?" attitude which stems from ignorance about the importance of green growing areas. Everyone who wants a life has to take responsibility for it.

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Symbiotical relationships

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Observing other life species
Conduct exercises to learn about specific species and create projects. Imagine what their own Glass Bubbles might be like. Using evolution-of-species charts, maps of continental drift and records of climate over the ages examine the evolutionary changes in your chosen species, imagining the glass bubbles, or global communities in which they lived at each stage of development. Consider climate, food supply, possible life hazards. Think! Pretend you are there. Use your imagination to pretend you are actually inside that glass bubble, that global community, with your selected species. Feel the situation. Respond to the need of your species. Understand what makes things happen.

Oral Presentations   or Papers
*    Describe why major physical changes came to the body of your chosen species over time, even causing sub-species.
*    Clarify how climate changes caused the need for a different kind of food, and illustrate how the body adapted and changed in certain areas to accommodate the new food, new location, new climate. Document how life-styles changed and sub-species developed over the ages.
*    Record the special skills in survival, collection of food, dealing with danger, of the various sub-species as evolution occured in its different branches of the family tree.

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Follow-up
Bringing the new knowledge home to see how it fits in our lives as well.
Imagine
You are in your private glass bubble, the global community in which you live every day. Changes have come to your environment:
-    Temperatures have shot up 10% and stayed there.
-    There is no place for the water to drain off, and the rain falls every day.
How does this influence your daily life?
How do you dress?
How do you get to school? Where do you play?
Where does your food come from now?
What is there around that you could eat?
What new skills do you need to develop?
How are the adults in your life coping with this?
What happened to their jobs?
Where would they move?

Suppose the climate change in our imaginary scenario persisted.
How might the human species evolve over the next 10,000 years?
Create a class project

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Make a panoramic model of a global community with evolved humans, who have survived the heat and the water. Show all the likely adaptations they would make. Record other life-style changes including food.

Students taking part in such a study are quite likely to internalize the following basic truths:

*    what we put into our bodies matters
*    nature's laws must be respected and adapted to
*    climate can be dealt with once we understand its causes
*    there is still time for us to "clean up our act" as humans, and co-operate with nature to keep this planet healthy and comfortable for all life forms
*    every species relies heavily for survival on the co-operation and support of its global community
*    every single thing in a global community is an important part of the whole

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Observing other life species

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Spiritual values
What spiritual values and survival should be taugth to children and youths?What conduct is correct if survival is the issue?
In Nature:
Predators are involved in eating other life forms, young of any other species sometimes their own.
In our History:
We have seen cannibalism, murders, wars. Wars have been and are still the most unsustainable action of our species. Wars destroy everything and everyone. Wars satisfy self-interest of a small group of people. Wars keep gun, ship, plane, computer manufacturers and people working with them happy and well fed and give them security for the rest of their lives. Wars are often taken or created in another country by a superpower for the purpose of creating wealth and a healthy economic development in the country of the superpower but completely destroy the country(ies) submitted to the war machine.

Having said that what are spiritual values to sustain life? Most people are part of a religious group to use as an excuse for killing other people and destroying communities in other countries. Children and youths should be taught the secret wisdom behind all the existing religions and helping them to sift out the common truths. Let them seek the best of the best. The teaching of the Soul of all Life would certainly be the best of the best.

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Spiritual values

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Living a life in a harmonious peace order and be compassionate
Old rules to deal with old fears.
Many rules are made to empower the rule-maker only learn to recognize those kind of rules! For they are seldom good for the person who obeys such rules. Old fears have sometimes to do with family feud over several generations.

Old fears could be:

1. a traditional hatred of people based on religious differences, skin colour, life styles, language differences, inter-marriage
2. suspicious of strangers
3. supertitions
4. inaccurate beliefs due to ignorance 5. inaccurate knowledge and interpretation of a religion
Things to go:

1. Living in the past with old traditions, old wives'wisdom
2. Family beliefs(racism)
3. Old-age values
4. Archaic mores
5. Ghetto-ism
6. Class systems
7. Slavery
8. Cast systems
9. Sweatshops
10. Perversions: child prostitution, child selling, etc.

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Living a life in a harmonious peace order and be compassionate

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New ways of doing things
Explain the main goal of Global Community. New standards, goals and objectives have to be defined. Firm universal guidelines are essentials in keeping the world healthy. Already we notice throughout the world new ways of thinking being embraced, new behaviors and attitudes adopted. Sound workable solutions to all our problems will have to be researched and developed and made available to everyone on the Internet. This is the main goal of the Global Community organization.

The aim of the Global Community is to give people an opportunity to meet, encourage and advise one another about original ways to best harmonize impacts upon:

· the lives of people
· natural resources
· environment
· economic development

We must abandon ideas and old ways which have not worked well, including traditional ways that have simply become habits. Getting rich at the expense of everyone else is no longer acceptable. Over the decades, history has proven projects and actions which ignored everything except a special interest have resulted in ultimate failure and human misery.

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The Global Community aims to establish a UNIVERSAL BENCHMARK for the 21st Century made up of a Scale of Global Rights for sustainable development based on universal indicators.

The Universal Scale of Values or Scale of Global Rights must be taught to children and youths.The Scale was developed by evaluating impacts with respect to four interacting concerns (people's lives, resources, economic development and the environment) based on a new scale of values.

The scale of values is about establishing what is very important to ensure a sound future for Earth, and to keep our planet healthy, productive and hospitable for all people and living things, what is important, what is not so important, and what should be let go.The Scale gives a person a sense of direction, a goal to achieve, and the hope that by achieving the goal the world will be a better place and at Peace.

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New ways of doing things

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Creativity and imagination
Letting children be themselves as creative human beings whose imagination is a vital resource to humanity as they are able to access easily Soul of all Life world of positive thoughts so benificial to all life on Earth.
Connecting with Soul of all Life makes it possible to initiate new discoveries for the benefit of all life.
Teach children the skill of finding a solution to any small problem at first and gradually increasing the difficulty of achieving a fair and just solution.

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Creativity and imagination

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Developing physical skills keeps the mind healthy

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Developing physical skills keeps the mind healthy

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Developing physical skills keeps the mind healthy

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Developing physical skills keeps the mind healthy

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Developing physical skills keeps the mind healthy

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Where does food come from?
Make children and youths build their own self-improvement way.
There are a number of ideas to keep a child's development sustainable:

1. Eating for power: combinations of foods that create vitality and health.
2. Making good things to eat: simple meals children can make for themselves.
3. Where good food comes from: individual garden plots at school growing food that keeps them strong and healthy. Community effort is necessary to make this work ~ gardens grow during summer holidays. They need constant care.
4. Developing the perfectly healthy body: games and exercises, activities that develop a great body (swimming, skating, skiing, roller-blading, etc.)
5. Developing an open mind: ideas, concepts, attitudes that have proven to work well in foreign societies as well as our own.
6. How learning works: how to study, how to memorize, how to think, logic. Finding "best ways" to do things, workable sound solutions.
7. Children have to learn to become problem solvers as they will be facing global problems on a daily basis.
8. How kindness works: how people react; cause and effect of action; living smoothly.
9. What is happiness: LOVE is a verb; one does nice things for others.

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Suggested ideas upon which a creative teacher may build a program in Personal Sustainable Development for children, which develops their ability to make decisions.

Most of us have been brought up with the knowledge adults make their own choices ~ and pay the price. Could children not be made aware of this as well?

Even a child could see if he acts in certain ways, things can backfire and cause harm. And also that he can act in ways that attracts good things ~ even over a period of time.

If a child has the habit of reacting to unpleasant life events in knee-jerk revenge or angry responses, sparks fly and nasty side-effects flare up all around him. Such action causes memories that rankle for years.

It is very important for children to have experience in choosing to react well, even in little things. It is not so important that one agree with other children all the time. One obeys parents and teachers. But a child has to be taught it is not required of him to be somebody's victim; that is OK to disagree with a course of action.

What must be let go is the uncontrolled way some children react to the troubles of their lives. Let us teach them making unproductive choices attracts even more trouble and frustration. Reacting in inappropriate ways in time of conflict must stop.

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Teaching a child how to sustain the development of his own life toward happy solutions calls for a series of small victories, each one easily achieved.

Perhaps the best place to start is care and management of the child's own room at home, and his own personal care. Once the child feels he has his personal space just the way he wants it, he can advance to dealing one by one with family members, later on, school-mates.

Older children could be encouraged to keep a journal about incidents, and how things happened and were worked out.

Referring back to these records, a child gains a sense of mastery, and quickly builds up finesse with successful ways and means, good phrases to use and so on.

It won't take long before a child has solid evidence that bad luck and tough breaks were only wrong moves that could have been avoided.

He'll get the conviction it is not people or "things" that makes him happy. He is making himself happy ~ it is a state of mind he has created for himself. This self-improvement journey will sustain him for as long as he uses it, the results to be enjoyed for ever.

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Where does food come from?

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Where does food come from?

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Global Peace Village front page

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Global Peace Village, a long time project of the Global Community, has always been about the teaching of Peace in the world. This goal may change over time but for now that is what we are doing. Global Peace Village is somewhat different than our Global Peace Earth project in its method of teaching and audiences to reach. Global Peace Earth reaches all of humanity, collects data from all aspects of life, makes assessment concerning what is the best way forward for all life on the planet, and actually shows the best way forward globally. On the hand, Global Peace Village has a history of dealing with individual communities, knowing their problems and concerns, and making a difference for the better. Of course, both projects work hand in hand for Peace in the world.

Over the past decades we have shown that peace in the world and the survival and protection of all life on our planet go hand in hand. Asking for peace in the world means doing whatever is necessary to protect life on our planet. Protecting life implies bringing about the event of peace in the world. Let our time be a time remembered for a new respect for life, our determination to achieve sustainability, and our need for global justice and peace. All aspects are interrelated: global peace, global sustainability, global rights and Justice, and the environment. The jobless is more concerned with ending starvation, finding a proper shelter and employment, and helping their children to survive. Environmental issues become meaningless to the jobless. In reality, all concerns are interrelated because the ecology of the planet has no boundaries. Obviously, as soon as our environment is destroyed or polluted beyond repair, human suffering is next.

Artboard of the Facility for finding Intelligent Life Forms on Distant Planets (ILFODP)
Our goal for peace in the world can only be reached by resolving those global problems. Those problems have brought up a planetary state of emergency . In view of the planetary state of emergency, shown and declared by the Global Community, we all must change, we must do things differently to give life on Earth a better survival chance and bring about the event of peace amongst us all. There are also long term solutions. A very important long term solution is the Scale of Global Rights i.e. the fundamental guide to Global Law. Global Law includes legislation covering all essential aspects of human activities.

Our first objective was to find statements from all religions, all faiths, that promote ethical and moral responsibility to life and a responsible Earth management. This was assumed to work well within the context of the global civilization of the 3rd Millennium and after defining the Global Community criteria of symbiotical relationships. In this context, we have defined that any symbiotical relationship is for the good of all. It is based on a genuine group concern and unconditional support for the individual's well-being ~ a giant leap in human behaviour. Symbiotical relationships are needed today for the long term future of humanity, for the protection of life on our planet, and to bring about the event of peace amongst us all. The fundamental criteria of any symbiotical relationship is that a relationship is created for the good of all groups participating in the relationship and for the good of humanity, all life on Earth. The relationship allows a global equitable and peaceful development and a more stable and inclusive global economy. Religious rituals now support the conservation efforts and play a central role in governing the sustainable use of the natural environment.

Throughout Global Dialogue 2012, i.e. from September 1st, 2011, to August 31st, 2012, Global Peace Village will present several methods of teaching to children and youths as they are more likely to absorb and retain the internal structures needed to bring about Peace to future generations. These methods of teaching have already been laid down by the Global Community during the 1990s. In fact, these methods include the basics of what it means to be "a Global Community", and also include the original definition of the Global Community. This was at a time when no one was even thinking about these new concepts but today they are widespread all over the world. It was in 1985 that I first defined the concept of Global Community and further refined it over

Artboard of the Facility for finding Intelligent Life Forms on Distant Planets (ILFODP)
the years afterwards. Gradually, I defined several original concepts during the second half of the 80s and throughout the 1990s with my wife Virginie. They are now widely used.

During the period from 1985 to 1995, except for our work Virgine and I, there was nothing over the internet promoting these new concepts. It took another five years before they became widely used. These methods of teaching will be further accentuated by newly researched and developed animations which are to show how children and youths can be taught to develop those internal structures so needed to bring about the event of Peace to future generations. Global Dialogue 2012 will thus be mainly concerned with the further teaching of these global concepts brought forward in the 1990s.

The University of Global Learning is the site for teaching. It includes all grades from pre-school to the highest stages of education. At all times and grades, students are involved in conducting research and development so needed to future generations. Obviously children and youths are not expected to show immediate leadership in any field of sciences, litterature, arts, sports, human development, business, communications, politics, religion and technological advances. What is important is that they are taught to develop those internal structures so needed to society. They are taught early in life to develop the internal skill of vision when facing a problem. Later on in life, they are expected to take leadership in all aspects of human activities, and when facing a problem they will be able to 'visionize' the best solution to society, within their community and for all life on Earth. Issues 720 to 748 of Global Dialogue 2012 were specifically designed to show what we mean by teaching children and youths the internal skills and capacity to use them toward the re-visioning of humanity's future and what is best for all species survival on our planet. Along with related activities and experiences, those issues show the way forward of Global Peace Village.

Artboard of the Facility for finding Intelligent Life Forms on Distant Planets (ILFODP)
The facility on the hills.

Artboard of the Facility for finding Intelligent Life Forms on Distant Planets (ILFODP)
Description of the facility.

See the following artboard of
"Thank you letter to President Obama concerning your decision not allowing the world dirtiest oil, tar sands oil from Alberta, to enter on American soil".

The artboards have dimensions 2880x1800.

Artboard #1

Artboard #2

Artboard #3

Artboard #4

Artboard #5

Artboard #6

Animation movie of Days of Celebration in .swf

Animation movie of Days of Celebrationin .html

Animation movie of Days of Celebration in .wmv on the Internet

See the following artboards and text files promoting Days of Celebration and feel free to use any of them. Each artboard has dimensions 2880x1800.

• Artboard #1 Table of Contents
  

  Tribute to Virginie Dufour, April 28
  Life Day Celebration, May 26
  Global Citizenship Day, October 29
  Global Disarmament Day, May 26
  Cultural Appreciation Day, August 22
  Nationalization of Natural Resources Day, October 29
  Claiming ownership of the Earth as a birthright, October 29
  Founders of the Global Community Organization, Earth Government and the Federation of Global Governments, October 29
  Global Justice for all Life Day, October 29
  Global peace Movement Day, May 26
  Planetary Biodiversity Zone Day, September 25
  The Glbal Exhibition, August 17-22
  





• Artboard #2 Tribute to Virginie Dufour, April 28.

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• Text #2 Life Day Celebration, May 26.




• Text #3 Global Citizenship Day, October 29




• Text #4 Global Disarmament Day, May 26




• Artboard #3 Cultural Appreciation Day, August 22 Cultural Appreciation Day 

  On August 22 of every year the Global Community celebrates the Global Cultural Day, the Cultural Appreciation Day.
  The event's theme is "Culture, Values and Social Development."
  The Global Community is rich with tradition and art. Culture is certainly tangible - churches, temples and monuments; and intangible - heritage with performing arts, fine arts or visual arts. Every community is based on a society distinctly different from any other country and its people.
  The Cultural Appreciation Day celebration occurs at the same time and is an important part of the Global Exhibition.




• Artboard #4 Nationalization of Natural Resources Day, October 29 Nationalization of natural resources
  
As defined by the Global Community, the concept of ownership states that land and natural resources of the planet are a common heritage and belong equally to everyone, to all life on Earth, as a birthright. Products and services created by individuals are properly viewed as private property. Products and services created by groups of individuals are properly viewed as collective property. Only the Global Community can rightfully claim ownership of the Earth. October 29 is the day to celebrate ownership of our natural resources.

  

  Along with ownership comes the obligation of using the resources, share them or lose them. Land and all other Earth natural resources are not commodities. Use the land, share it or lose it. This principle also applies to banks and similar institutions all over the world and to Wall Street. You own property because the previous owners could not pay. Use that property, share it or lose it. The Global Community stipulates that land ownership is no longer a problem. The Earth and all its natural resources belong to all the "global communities" contained therein. A village, or a city is "a global community" and owns the land around its boundaries. Along with the Global Community, it has ownership of all natural resources within its boundaries. So, by definition, land here, covers all naturally occurring resources like surface land, the air, minerals deposits (gold, oil and gas etc), water, electromagnetic spectrum, the trees, fish in the seas and rivers. It is unjust to treat land as private property. As mentioned above, land here, by definition, covers all naturally occurring resources like surface land, minerals deposits (gold, oil and gas etc), water, electromagnetic spectrum, the trees, fish in the seas and rivers. It is unjust to treat land as private property. Land is not a product of labour. Everyone should therefore be given equal access to such natural resources. 

  

  In order to better protect life on our planet, the Global Community is asking people of all nations to defend and protect their natural resources. In particular, all the hydrocarbons within a national territory must be nationalized. It is an obligation, not only of a national government, but also of all the active forces in a country; it is the duty of local and municipal authorities, the duty of state authorities – of everyone – to take upon themselves this defense and this recuperation of natural resources. 


  
  Nationalization is a necessity because American corporations have been buying local corporations to acquire natural resources of a country. This state of affairs has been going on ever since WWII. Over the past decades, the US national debt and annual deficit have been out-of-control because of a complete business freedom of the US corporate world. No taxation! When a large corporation is about to go out of business, the White House intervened with a bail out. 


  
  For example in Canada, the property of the hydrocarbons, the oil and natural gas, and tarsands, have mostly owned by American and other foreign corporations. Our natural resources have been bought out by foreigners. Pipelines have been built to transport the oil and natural gas to the customers in the United States without paying taxes to Canada. Canadian corporations that have been taken over by American corporations with bankrupted money, paper money, Stock Exchange money, money that Americans dont even have. The White House prints dollar bills by the trillions and give them to corporations to buy more Canadian corporations. This is no longer a fair exchange of something tangible with something else of an equivalent value. We have natural resources and Americans have bankrupted money to exchange with. That's not right! How can we let that happened? It is time to nationalize Canadian natural resources. 


  
  From this point onward, those Canadian natural resources will be under control of the Canadian people, for Canadians, and help resolve Canada's economic and social problems. Nationalization is not new. The global financial crisis is good example of nationalization. When Wall Street started to crash, the US Government thought it would be wise to nationalize key financial institutions, even partially nationalized, so why not natural resources? They are in great danger of being destroyed (forests, oceans, fresh water, soils, air we breath, electromagnetic spectrum) or destroying all life on Earth (petroleum rersources). Once Canadians have recovered these natural resources, it will generate employment. The plundering of our natural resources by international and transnational oil and gas companies has come to an end. And for this reason we want to share the joy on this historic day of nationalization. 
If indeed previous governments have used the Armed Forces for the benefit of transnational corporations, the Armed Forces can now be used to unite for their country, for their nation, for their patria. We are a government of the people, a native government. We are a global community. We want to ask government to defend its sovereignty, its dignity and above all the integrity of its territory, we want to ask that it take charge of all the oil fields of all of its nation. 
Unless a reformed or empowered Global Community is leading firmly upon the principle of equal rights for all Global Citizens, then the planet will be controlled by a handful of vested interests. 
Land is not a product of labour. Everyone should therefore be given equal access to natural resources. The Global Economic Model proposes to make private property the product of labour. Common property is all what Nature offers. The Global Economic Model policy removes taxes from wages and increases taxes and user fees on common property.




• Artboard #5 Claiming ownership of the Earth as a birthright, October 29 Claiming ownership of the Earth as a birth right
  Along with all the global communities, the Global Community, all life on Earth, and the Soul of Humanity can rightfully claim ownership of the Earth as a birthright.
  
  
And October 29 of every year is a special day to claim that right. Let us celebrate! The Earth and all its natural resources belong to all the "global communities" contained therein.
  
  A village, or a city is "a global community" and owns the land and all other natural resources around its boundaries.
  
  Along with the Global Community, all life on Earth, and the Soul of Humanity, a global community has ownership of all natural resources within its boundaries. Founders and Spiritual Leaders of the Global Community organization are happy to celebrate that day with all life on Earth.




• Artboard #6 Founders of the Global Community Organization, Earth Government and the Federation of Global Governments, October 29. Founding of the Global Community organization, Earth Government and the Federation of Global Governments 

  
  Message from the President of Earth Government, the Federation of Global Governments    
History of the Global Community organization, Earth Government and the Federation of Global Governments 
History of the organization. 
 Short description and history of the Global Community organization, Earth Government and the Federation of Global Govewrnments
  
  The Global Community organization, Earth Government and the Federation of Global Governments were founded on October 29, 1985, in Calgary, Canada by Germain Dufour, Prophete of God, Spiritual Leader and President, and further developed through Global Parliament meetings.
  
  Later on in 1990s he was joined by his wife, Virginie, in the developing of many global concepts. Symbiotical relationships were defined to show the path for a better world. The Federation was formed to replace the United Nations. Its basic proposal is a de-centralized global government.
  
  A Global Government offers essential services to the people where it operates and the Federation main function is to serve all people and help in this process with the formation of Global Ministries to protect all life on our planet.
  
  Essential services to the people of each member nation are now the most important global rights on the Scale of Global Rights and are protected by the Global Protection Agency (GPA) of each member nation whose function is to enforce Global Law as defined in the Global Constitution. The Scale is the fundamental guide to Global Law which itself includes legislation covering all essential aspects of human activities. That is how we will bring about the event of Peace amongst us all and give security to all people, all life on Earth.




• Text #5 Global Justice for all Life Day, October 29




• Text #6 Global peace Movement Day, May 26




• Text #7 Planetary Biodiversity Zone Day, September 25




• Artboard #7 The Global Exhibition, August 17-22 The Global Exhibition 

  For the sixth year since the first time ever promoting of a Global Exhibition in 2006, there will be a Global Exhibition at the time of Global Dialogue 2012, and at the same site in Nanaimo. It will also be occurring anywhere else in the world along with Global Dialogue 2012 during the period August 17-22 of each year. The Global Exhibition is a replacement to the usual Trade Show we have been promoting during each previous Global Dialogue. The Preliminary Program to the Global Exhibition will be the same as that of Global Dialogue 2012. 

  
  The Global Exhibition covers many aspects. It can be about creating high profile, highly targeted business and consumer exhibitions, where buyers and suppliers from around the world can come together to do business. In an increasingly digital age, nothing can replace the power of human contact for establishing and maintaining business relations. And with more market leading exhibitions than any other organiser, no organiser delivers more business contacts. We specialize in exhibitions, trade shows, conferences and event planning. 

  
  The Global Exhibition must allow multiplicity, diversity and contradiction to exist inside the structure of an exhibition ... a world where the conflicts of globalization are met by the romantic dreams of a new modernity, a new federation of nations. 

  
  We divide the Global Exhibition into "platforms" -- conferences and lecture series engaging figures from a wide range of disciplines -- that take place at different communities around the world over the course of the year leading up to the installation in a large Global Exhibition in one country. 
Getting to know one another and ourselves as one humanity.
  
  Unity in diversity.
The Global Exhibition must allow multiplicity, diversity and contradiction to exist inside the structure of an exhibition ... a world where the conflicts of globalization are met by the romantic dreams of a new modernity, a federation of nations, the Federation of Global Governments.


  
  Nothing in contemporary art speaks so directly to all of these issues as the large scale exhibition as well as any number of other biennials that cropped up around the world during the past decade. The Global Exhibition, endowed with a transnational circuitry, assumed the unique position of reflecting the idea of a world government. Establishing a new curatorial class able to bring artists together from wide-ranging geographic and cultural points, the large-scale exhibition alterd the kinds of visibility afforded artists and so fundamentally changed the conditions of artistic discussion, ultimately forwarding the position that no show could, or should, presume an all-encompassing thesis--at least not in conventional terms and form. Rather, the exhibition extends through time and across geography to include panels, lectures, publications, performances, and public works that fall welt beyond the parameters of the traditional show, and lies well beyond the grasp of any single viewer. In turn, these exhibitions have come to marshal the forces of any number of disciplines, including art history and theory, which leads one to the question of whether the critical function is in some sense migrating from critic to curator, or indeed whether such nominal distinctions are useful at all. At this level, I think that many people correspond to the economic, social, and cultural figure of the 'artist' as it has been constituted in the modern age." 


  
  Earth Government aims at replacing the United Nations. That is truly a Revolution. If true revolution changes the rules on how to change the rules, then we must arrive at terms that transform the very concept of the exhibition. Although a few criteria for inclusion based on identity and geopolitics have developed, the art world is still heavily commodified, and an artist without a sales (and therefore publicity) base in the developed word--or a curatorial support network in the world's "periphery" -- is not going to be included. Further, the new terms of engagement may be geopolitical, but work from the "First World" must have a powerful aesthetic surplus or an antically unrecognizable political dimension in order to gain access. So many artists are doing serious work with directly political themes but do not see themselves included in these shows -- and would not expect themselves to be-since the public visiting such exhibitions is not their audience of interest. Granted, the flattened terrain of modern communications is bringing the interlocking worlds of art production and display into closer proximity, so it would not be correct to claim that work with direct political address will always be left out. But is it still necessary to point out that while "geopolitical" can have the cover of a prefix to cover its political nature, the politics in question bad better be far, far away? 


  
  The art world -- a congeries of professional services along the lines of dentists, doctors, and professors on the one hand and high-end showrooms like ear dealerships on the other--consistently offers the modernizing elite a compass for understanding cultural and social "facts" as they impinge on their consciousness. The global exhibitions serve as grand collectors and translators of subjectivities under the latest phase of globalization. But as we move between disparate colonialist eras, what is plain about the present moment is that there is no dearth of images of the colonized Other in public view, despite only a little more insight -- and that quite momentary -- into the interior lives of others than in the previous colonial moment. The elite in question, especially in the North and in developed industrial and postindustrial nations (which includes, perhaps, the antipodean South), may have a taste for edification via these new Crystal Palace expositions. And why not?