All Answers: Re: [pakgrid] Promoting culture of local problem solving

Comments about integrated approach are very relevant. What I would like to add is that this approach is needed at each level of "hierarchy" of management. So the problem "Why not relocate people away from flood zones ? I mean we worked with teams in 2010 floods. Why in world we are allowing people to still live on bank of Nala Lai in Rawalpindi ?" needs to be solved by integrated approach at almost the highest level of planning and execution in our political entity Pakistan.

At a lower level of hierarchy we need to take an integrated approach to predict how high the flood crest will be and when will it hit where. If we could predict this accurately, it is a stochastic problem, then we can take following measures for sure:

Warn people to move so that loss of life and material can be minimized
In extreme cases if absolutely needed, create floods up stream. This needs to be done very carefully since we are shifting loss from one place to the other. In some cases we have no choice, like if we have to save Sukkur Barrage.
Optimally (in stochastic sense) choose to maintain desired level in existing dams. There was a lot of criticism two years ago that if we had emptied Tarbela Dam in time we could have decreased flood damage. I don't know if it is true, but we have no way of apriori making this decision in a transparent and well informed manner.

As far as not using flood plains is concerned, historically since floods were infrequent, such land was used in many places with the understanding that users of this land will move when needed. US Army manages this movement from flood plans, and they moved a large number of people when upper Mississippi river flooded recently.

Integrated approach for water flow prediction is in my sphere of concern as well as my sphere of influence, the big picture of relocating people is only in my sphere of concern. For now I think it will be much more productive if I stay in my sphere of influence, achieve some results and then expand this sphere, off course borrowed from Covey.

With Regards
Qasim
pk.linkedin.com/pub/qasim-sheikh/0/250/712
+923008540838 (mob)

From: Shiraz Bashir <shirazbashir@gmail.com>
To: pakgrid@yahoogroups.com
Cc: "ali_mansoor_kh@yahoo.com" <ali_mansoor_kh@yahoo.com>
Sent: Wednesday, November 14, 2012 4:19 AM
Subject: Re: [pakgrid] Promoting culture of local problem solving

Dear Qasim,

Integrated approach required discipline and regular rhythm. You are listing fine points for brainstorming and we need a forum where key teams can brainstorm and propose solutions, seek funding and distribute work to get it done.

Take an example of your point 1 [flood etc].

Why not relocate people away from flood zones ? I mean we worked with teams in 2010 floods. Why in world we are allowing people to still live on bank of Nala Lai in Rawalpindi ?

Brad Pit, a Hollywood actor, toured US areas which were destroyed by Hurricane Katrina. he proposed elevated homes which are sustainable on solar/wind etc.

We can just nominate you to run these brainstorming meetings and scope the projects. We have ample brainpower here to run the programs virtually and at pro bono basis.

-Shiraz

-Shiraz

On Mon, Nov 12, 2012 at 11:49 PM, Qasim Sheikh <qs358@yahoo.com> wrote:

First five points listed are on the dot. As far as the statement "The problems of our society require very very simplistic technology that good technical
minds deem unworthy to work on" is concerned it is partially true. Here are some examples of local problems for which viable solutions need knowledge of state of the art and most likely need extension in state of the art:

Develop an integrated system that predicts water flow in open channels in Pakistan. We have one of the most complex systems of open channels in the world. It is fed by one of the largest glaciers in the world. Floods in this system lead to billions of dollars of loss and millions of people are displaced every time we have floods. Can we give an integrated solution to Sevant type equations, integrated with Google maps that anyone can use. Users can give their own inputs and do what if studies.

BISP has data of close to 60% hosuseholds in Pakistan. Can we use this data to design and implement optimal programs for upward mobility.

Use inexpensive bio sensors to predict onset of disease in agriculture. A fascinating development was http://www.forbes.com/sites/bruceupbin/2012/06/18/wait-did-this-15-year-old-from-maryland-just-change-cancer-treatment/. Can we verify these results and then create inexpensive solutions for agriculture.

Use crowdsourcing to estimate and optimize crop yield.
I was told by a very reliable source that entrepreneurs in the golden triangle (Gujranwala, Sialkot, Gujrat) have locally produced equipment to produce gas from coal. Can we help them optimize their designs?

I can list several more. All these problems are local, real, and high impact and need rather deep knowledge of state of the art.

With Regards
Qasim
pk.linkedin.com/pub/qasim-sheikh/0/250/712
+923008540838 (mob)

From: ali mansoor <ali_mansoor_kh@yahoo.com>
To: pakgrid@yahoogroups.com
Sent: Sunday, November 4, 2012 10:30 PM

Subject: RE: [pakgrid] Promoting culture of local problem solving

Salaam All,

Two years ago I wanted to start research so that I could get publications and admission in a good Phd program abroad. I learned that there are few steps that are taken to write a paper.

1) LITERATURE REVIEW based on area of interest
2) Identifying a research gap based on the review and making a PROBLEM STATEMENT
3) Identifying METHODOLOGIES and TECHNIQUES used in existing literature.
4) Replicate few of the published results
5) Coming up with a relevant way to solve PROBLEM STATEMENT
6) If successful try to send and get published in Journals and Conferences that could be interested in our research problem. ( Another way is to target a journal in the very first step)
7) Pray that we get successful.

I hope I got it right. However, few other observations that I made after these understandings I would like to share.

1) PUBLISHED LITERATURE is rarely related to problems of Pakistani environment.

2) Which means to get good publications our very bright minds most often not solving any
of issues of country.

3) The very determined and passionate patriot move into administration to try and correct the system

4) the very passionate researcher moves out of country to be closer to the problems they are solving.

5) The problems of our society require very very simplistic technology that good technical
minds deem unworthy to work on.

Indeed the jargon of matrices and impact factors and rankings have divorced the bright researching minds from the main issue. That apart from making a living for their families, their careers are aimed at SOLVING the problems.

I hope not to have hurt anyone's feelings and not to seem condescending in the least.

Wslaam
Ali

--- On Wed, 10/31/12, mansoor malik <manmalik@hotmail.com> wrote:

From: mansoor malik <manmalik@hotmail.com>
Subject: RE: [pakgrid] Promoting culture of local problem solving
To: "pakgrid@yahoogroups.com" <pakgrid@yahoogroups.com>
Cc: "shahzad_ahmad118@yahoo.com" <shahzad_ahmad118@yahoo.com>
Date: Wednesday, October 31, 2012, 11:24 PM

Dear Friends,

The comments of my erstwhile friends, Dr. Qasim and Dr. Jamshed are very pertinent and needs further follow up. May I suggest that HEC which has several committees and only God knows how many, mostly filled by egotistical clerics and self proclaimed educationists, should convene immediately a Think Tank Committee including major stakeholders to come up with local solutions to our local problems unless we intend to become a Timbuktu of the 21st century.

Engr. Mansoor Malik

To: pakgrid@yahoogroups.com
CC: shahzad_ahmad118@yahoo.com
From: qs358@yahoo.com
Date: Mon, 29 Oct 2012 23:08:20 -0700
Subject: [pakgrid] Promoting culture of local problem solving

In some sense HEC does ask and tries to measure how the previous years were spent by applicants to faculty positions. Unfortunately, these measurements are borrowed without much thought to local adaptation, from higher education and R&D ecosystem of industrially advanced nations. Publishing papers in journals with impact factor is emphasized heavily. As a result faculty is not paying any attention to solving local problems and our university based R&D ecosystem is irrelevant to taxpayers needs. We desperately need to adapt faculty performance measurement criteria to our local needs.

Here is a simple concrete step: HEC should hold conferences focused on presentation of work done for solving local problems. Papers should present solutions to local problems as well as unsolved local industrial problems. Referees for accepting papers should be from industry. Papers accepted in these conferences should be given suitably high weight in faculty performance evaluation. Once this initiative is put in place we can fine tune evaluation of papers and weight.

With Regards
Qasim

92 300 8540838 (mob)
pk.linkedin.com/pub/qasim-sheikh/0/250/712

From: Dr Jamshed Iqbal <shahzad_ahmad118@yahoo.com>
To: "pakgrid@yahoogroups.com" <pakgrid@yahoogroups.com>
Sent: Sunday, October 28, 2012 10:02 AM
Subject: Re: [pakgrid] Nine Lessons on How to Teach 21st Century Skills and Knowledge

AssalamOAlaiakaum,

From such interesting discussions , we faculty members may collect many key points and incorporate these to make ourself more beneficial for our students and ultimately to our Nation and society. Related two points in my opinion.

- An advertisement for a faculty or our national faculty promotion criteria demands X number of years of experience. (e.g. from Assistant Prof. to Associate requires 5 years of Post-PhD experience). Is there anywhere mentioned yay 5 saal kiss tehra perhaya hay? Practically speaking, to which extent the incentives (promotion, salaries, ...) are a function of teaching quality (a major performance metric for a Faculty)?

- Secondly, I believe that to do self research is no doubt a great job but to produce good researchers and engineers (which ofcourse demands world-class teaching quality) is indeed a greater national service.

Regards,

Dr. Jamshed Iqbal
Assistant Professor,
Department of Electrical Engineering,
COMSATS Institute of Information Technology (CIIT),
Islamabad, Pakistan

From: Rauf Malick <raufmalick@yahoo.com>
To: "pakgrid@yahoogroups.com" <pakgrid@yahoogroups.com>
Sent: Friday, October 26, 2012 3:52 PM
Subject: Re: [pakgrid] Nine Lessons on How to Teach 21st Century Skills and Knowledge

Assalamoaliekum

there are many things to do in many directions.

The important issue is : who will take the students to the edge of the technology? I am sorry to say (and feel regret) majority of our university faculty (at least my experience in karachi) are not able to take students to maximally utilize their skills and become thought leaders. In the mean time, the private university names mentioned in the previous emails by Dr. Qasim, they don't have any interest in upgrading research/scientific skills of their faculty members, their mind set is simple, 'jano do itne qimaat mein do faculty rak leh gein'

We are producing working horses (may be donkeys, no offence) at mass levels which are happy to work on PHP,.Net......

To me, universities are supposed to bring up future leaders and innovators (of course with the help of faculty), however, we are mostly teaching tools after tools.

Knowledge transfers from top to bottom, if the university faculty is unable to work on new dimensions, how come the product could become useful. In the mean time the role of university administration is so disgraceful towards faculty that made an impact of disgrace to them. In the mentioned list of universities in karachi, an MS degree holder faculty with 6 years of experience is normally getting around 65k/month. What do you think will it bring motivation to the faculty to hit their limit during the 'product' development life cycle.

What I suggest is, under these situations, research and development environment culture has to establish across the universities, and PEC, HEC or any other accreditation committee should emphasize on such effort, instead of making faculty a 'clerk' by keep noting every thing in papers or online systems.

After all these are my experiences and suggestion, and you have right to disagree with all of them.

regards

Rauf Malick

From: Qasim Sheikh <qs358@yahoo.com>
To: "pakgrid@yahoogroups.com" <pakgrid@yahoogroups.com>; signalians-cafe <Signalians-cafe@googlegroups.com>
Cc: "shirazbashir@gmail.com" <shirazbashir@gmail.com>
Sent: Friday, October 26, 2012 8:41 AM
Subject: Re: [pakgrid] Nine Lessons on How to Teach 21st Century Skills and Knowledge

And fortunately technology is finally making some of these within reach of 3rd world countries like Pakistan. Unfortunately, the change needed in mindset of management and faculty is teaching institutions is monumental. My feeling is that we should focus on implementing these suggestions rather than who owns these institutions of learning. Education should be recognised as an industry rather than a only a public service. Public sector should be responsible for setting standards and ensuring their achievement. More importantly it should make sure that quality education is available to all. If my estimates of cost at UET and NUST vs FAST, MAJU etc are correct then writing is on the wall. Most private universities are implementing HEC guidelines already. Here are two concrete suggestions:

Evolve HEC guidelines so that universities implement 9 points given below. Off course we have to adapt these 9 points to our socio-economic realities.

Divert a major chunk of public sector funding for undergraduate education through programs like the National ICT R&D Fund Scholarship program.

With Regards Qasim 92 300 8540838 (mob)

From: Shiraz Bashir <shirazbashir@gmail.com>
To: pakgrid@yahoogroups.com; signalians-cafe <Signalians-cafe@googlegroups.com>
Sent: Friday, October 26, 2012 2:46 AM
Subject: [pakgrid] Nine Lessons on How to Teach 21st Century Skills and Knowledge

"As Thomas Friedman put it in a recent New York Times column, globalization compounds the urgency for students to develop the skills and knowledge they need for economic and civic success in the 21st century. Yet despite widespread agreement among parents, educators, employers and policymakers worldwide that students need skills like critical thinking, problem solving, teamwork and creativity, these skills are stubbornly difficult to teach and learn.

The "transmission" model, through which teachers transmit factual knowledge via lectures and textbooks, remains the dominant approach to compulsory education in much of the world. Students taught through this method typically do not practice applying knowledge to new contexts, communicating it in complex ways, solving problems or developing creativity. In short, as our new paper lays out, it is not the most effective way to teach 21st century skills.

Decades of empirical research about how individuals learn, however, provide valuable insight into how pedagogy can address the need for 21st century skills. Indeed, the research suggests nine lessons that inform how to teach these skills:

1. Make it relevant. The relevance of learning specific knowledge and skills is much clearer to students—and much more motivating—if they understand how a given topic fits into "the big picture," or a meaningful context.

2. Teach through the disciplines. Students develop their 21st century skills and knowledge as they learn why each academic discipline is important, how experts create new knowledge, and how they communicate about it.

3. Develop lower and higher order thinking skills—at the same time. Students need to comprehend relationships between given variables and how to apply this understanding to different contexts.

4. Encourage transfer of learning. Students need to develop the ability to apply skills, concepts, knowledge, attitudes and/or strategies they develop in one context, situation or application to another, reflexively (low-road transfer) or after deliberate thought and analysis (high-road transfer).

5. Teach students to learn to learn (metacognition). Since there is a limit to how much students learn through formal schooling, they also must learn to learn on their own.

6. Address misunderstandings directly. People have many misunderstandings about how the world works that persist until they have the opportunity to develop alternative explanations.

7. Promote teamwork as a process and outcome. The ability to work collaboratively is an important 21st century skill, not to mention an important condition for optimal learning of other key skills.

8. Exploit technology to support learning. Use of technology is another critical 21st century skill, essential to help develop many of the other skills mentioned here.

9. Foster students' creativity. Creative development requires structure and intentionality—the ability of the mind to form representations—from teachers and students, and can be learned through each of the disciplines, not just through the arts.

Progressing from the outdated "transmission" model to the "21st century" model will involve entire educational systems. As educational purposes change, curriculum frameworks, instructional methods and assessments must also. The changes demand increased teacher and administrator capacity and affect many facets of human capital, including teacher training, professional development, career mobility and the teaching profession's cultural standing.

While there has been progress in preparing students for the 21st century, the remaining work will require of teachers, administrators and policymakers precisely the skills that we deem critical for students—as well as the political will to ensure that educators directly involved in transitioning to the 21st century model have the time, support and resources they need."

http://www.rand.org/blog/2012/10/nine-lessons-on-how-to-teach-21st-century-skills-and.html
-Shiraz