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Picturing the Story uses works of art as a springboard for an interdisciplinary approach to culture, environment, language, and learning. It was developed for classroom use, using selected narrative works of world art from the permanent collection of the Memorial Art Gallery.

Education in Cambodia was traditionally offered by the wats (Buddhist temples), thus providing education exclusively for the male population. The 1917 Law on Education passed by the French colonial government introduced a basic primary and secondary education system modelled loosely on that of France. However, that new system was fundamentally elitist, reaching only a very small per cent of the indigenous population and functioning mainly as a means of training civil servants for colonial service throughout French Indochina. After independence a universal education system was established, complemented by the development of a network of vocational colleges such as the School of Health (1953), the Royal School of Administration (1956), the College of Education (1959), the National School of Commerce (1958) and the National Institute of Judicial, Political and Economic Studies (1961). However, apart from a Buddhist University established in 1954 to provide education for monks, Cambodia had no public institution of higher education until 1960s when the Khmer Royal University was founded. In 1965 this institution became the Royal University and in the same year six more tertiary training institutions were created – the Royal Technical University, the Royal University of Fine Arts, the Royal University of Kompong Cham, the Royal University of Takeo, the Royal University of Agronomic Sciences and the Popular University. These were followed in 1968 by the Royal University of Battambang. As soon as they had come to power in 1975 the Khmer Rouge abolished education, systematically destroying teaching materials, textbooks and publishing houses. Schools and universities were closed and their buildings put to other uses. During this period large numbers of qualified teachers, researchers and technicians either fled the country or died. When the new Cambodian government came to power in 1979 it had to completely reconstruct the entire education system. Pre-school, primary and secondary schools were first to reappear, followed by non-formal education for adults and a network of colleges and universities.

Education is perhaps the best long-term solution to poverty in the developing world. Time and time again, experts say that educating children, especially girls, is the key to ending the global ‘cycle of poverty.’ Kathleen McHugh, of the non-governmental organization Save the Children says that “focusing on education is going to have ripple effects… will probably mitigate cases of HIV/AIDS… it is going to open up a lot of economic opportunities as well. I think that education is definitely a key area to focus on.”

Even the most worldly and well-traveled among us will have their perspectives shifted by Hans Rosling. A professor of global health at Sweden's Karolinska Institute, his current work focuses on dispelling common myths about the so-called developing world, which (he points out) is no longer worlds away from the west. In fact, most of the third world is on the same trajectory toward health and prosperity, and many countries are moving twice as fast as the west did.What sets Rosling apart isn't just his apt observations of broad social and economic trends, but the stunning way he presents them. Guaranteed: You've never seen data presented like this. By any logic, a presentation that tracks global health and poverty trends should be, in a word: boring. But in Rosling's hands, data sings. Trends come to life. And the big picture — usually hazy at best — snaps into sharp focus.

These studies for the first time take a detailed, comprehensive look at the emissions effects of the huge amount of natural land that is being converted to cropland globally to support biofuels development. The destruction of natural ecosystems — whether rain forest in the tropics or grasslands in South America — not only releases greenhouse gases into the atmosphere when they are burned and plowed, but also deprives the planet of natural sponges to absorb carbon emissions. Cropland also absorbs far less carbon than the rain forests or even scrubland that it replaces.