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This video reveals the scope and impact of the UNs work focusing principally on peace and security, development and human rights. It highlights the UNs role as a forum for united action for the common good, and for building partnerships to address problems that know no borders, like natural disasters and climate change.

Created and directed by Andreas Sandre von Warburg, "United Nations for kids" is a short cartoon documentary about the UN and its mission. The second episode revolves around the Millennium Development Goals (MDGs) and the role of the UN.

Created and directed by Andreas Sandre von Warburg, "United Nations for kids" is a short cartoon documentary about the UN and its mission. The first episode is a general introduction and includes a little historical background and details on the principal bodies of the UN.

You’ve written that too many teachers are “un-Googleable.” What do you mean by that and why does it matter? What I mean is that too few teachers have a visible presence on the Web. The primary reason this matters is that the kids in our classrooms are going to be Googled—they're going to be searched for on the Web—over and over again. That's just the reality of their lives, right? So they need models. They need to have adults who know what it means to have a strong and appropriate search portfolio—I call it the “G-portfolio.” But right now—and this is my ongoing refrain—there’s no one teaching them how to learn and share with these technologies. There's no one teaching them about the nuances involved in creating a positive online footprint. It's all about what not to do instead of what they should be doing. The second thing is that, if you want to be part of an extended learning network or community, you have to be findable. And you have to participate in some way. The people I learn from on a day-to-day basis are Googleable. They’re findable, they have a presence, they’re participating, they’re transparent. That’s what makes them a part of my learning network. If you’re not out there—if you’re not transparent or findable in that way—I can’t learn with you.

Why do you think many teachers are not out there on the Web? I think it’s a huge culture shift. Education by and large has been a very closed type of profession. “Just let me close my doors and teach”—you hear that refrain all the time. I’ve had people come up to me after presentations and say, “Well, I’m not putting my stuff up on the Web because I don’t want anyone to take it and use it.” And I say, “But that’s the whole point.” I love what David Wiley, an instructional technology professor at Brigham Young University, says: “Without sharing, there is no education.” And it’s true.

What could a school administrator do to help teachers make that shift? Say you were a principal? What would you do? Well, first of all, I would be absolutely the best model that I could be. I would definitely share my own thoughts, my own experiences, and my own reflections on how the environment of learning is changing. I would be very transparent in my online learning activity and try to show people in the school that it’s OK, that it has value. I think it’s very hard to be a leader around these types of changes without modeling them.

NEW YORK, USA, 23 April 2010 - Indigenous people have come from all over the world to New York this week to participate in the Ninth Session of the UN Permanent Forum on Indigenous Issues. At its own panel yesterday which was designed to explore issues specifically affecting children and adolescents UNICEF assembled a group that included Urapinã Pataxó 15, and Kãhu Pataxó, 19, WHO live in Pataxó de Coroa Vermelha, a small village in the Bahia region of north-eastern Brazil We want to ensure that cultural diversity and the rights of cultural expression are fully mainstreamed in our world. Its a challenge, said UNICEF Deputy Director of Policy and Practice Elizabeth Gibbons. She added that UNICEFs involvement in the past had been fragmentary and that the 20th anniversary of the Convention on the Rights of the Child in 2009 provided an important reminder of the urgency of these issues. In this video, Urapinã Pataxó, 15, describes the conditions in his village in Bahia, Brazil, that led to him becoming an activist for the rights of indigenous children and young peopl

“When the Water Ends,” a 16-minute video produced by Yale Environment 360 in collaboration with MediaStorm, tells the story of this conflict and of the increasingly dire drought conditions facing parts of East Africa. To report this video, Evan Abramson, a 32-year-old photographer and videographer, spent two months in the region early this year, living among the herding communities. He returned with a tale that many climate scientists say will be increasingly common in the 21st century and beyond — how worsening drought in parts of Africa, the Middle East, and elsewhere will pit group against group, nation against nation. As one UN official told Abramson, the clashes between Kenyan and Ethiopian pastoralists represent “some of the world’s first climate-change conflicts.”

But the story recounted in “When the Water Ends” is not only about climate change. It’s also about how deforestation and land degradation — due in large part to population pressures — are exacting a toll on impoverished farmers and nomads as the earth grows ever more barren.

The video focuses on four groups of pastoralists — the Turkana of Kenya and the Dassanech, Nyangatom, and Mursi of Ethiopia — who are among the more than two dozen tribes whose lives and culture depend on the waters of the Omo River and the body of water into which it flows, Lake Turkana.