Platonic Fullerene Chemistry, Nanotechnology, Liberty, Freedom, Science and the US Constitution

Dear reader, this Ezine article has been written for perusal by over 6000 nano-scientists. Its theme suggests to the general public that ethical nanotechnology has an important role to play in bringing about a new age of global liberty and freedom. It can be argued that this can come about if nanotechnology is developed in liaison with a medical science, to guide ennobling government for the betterment of the global human condition. While the article is about the fractal nature of Mesopotamian mythological mathematics, it is fully realised that other ancient cultures, including Indian and Chinese civilisations, contributed infinite fractal mathematical concepts into the formation of the ancient 3rd Century BC Platonic tradition of Greek science.

Discussions about politics, sex and religion tend to provoke intense controversy. However, this paper is about a broad generalisation of all three of these contentious issues. They are so complex that only a supercomputer, given thousands of years of data could adequately explain their functioning in the great game of life, which is related to healthy human evolution.

During the 1990s, the Science-Art Research Centre of Australia had its supercomputer papers about seashell life-form energies reprinted by the world's leading technological research institute, IEEE., and an American Institute for Basic Research. These papers were internationally acclaimed for the discovery of new mathematical and physics laws governing optimum biological growth and development through space-time. The aim of this article is to help in the construction of a second supercomputer program, which can be referred to as the Fuller-Snow 'World Game Cooperative Theory' for human survival.

China's most highly awarded physicist, Kun Huang, provided the research methodology used to make the discovery of the new physics laws possible. He argued personally with Albert Einstein over the issue. Now, nanotechnology has confirmed that his seashell advice in 1979 applies directly to the human condition.

The ancient Egyptians used the sacred geometries of life to give an intuitive expression of the working of an infinite universe. Mainstream science now realises that they were using aspects of fractal geometrical logic extending to infinity. However, our present global science and technology forbids that geometrical logic to belong to any living evolutionary process. Einstein's genius can now be truly immortalised by modifying it so that his universal energies of chaos are shown to entangle with these long lost ancient infinite life energies.

The 20th Century Einsteinian world-view was governed by a law of universal chaos that demands that all life in the universe must become extinct. Therefore, under these circumstances the living process cannot possibly extend to infinity. However, nanotechnology has demonstrated that the ancient Greek science was correct.

The human molecule of emotion, discovered in 1972, now part of quantum biology's entanglement with Einstein's quantum mechanics, is, in fact, an infinite fractal expression. Our emotions function in complete contradiction to the laws governing our present destructively imbalanced science and technology.

This means that, as was discovered only last century, emotions belong to Sir Isaac Newton's more profound natural philosophy to balance his mechanical description of the universe. It is important that his world-view is freed from any further Christian classification of this being a criminally insane heresy. Newton held to his more profound concepts of an infinite universe, when he wrote his great theories of science. This is evident in his personal letters to Richard Bentley, in which he linked gravity with light, to provide evolutionary instruction to the human metabolism. It is unreasonable to insist that mercurial fumes from his alchemy laboratory resulted in a criminally insane mind, at the same time when he was accomplishing such things.

The modern day unbalanced scientific world-view constitutes a political nightmare of global proportions. With modification, this can be adequately addressed in the form of a medical supercomputer program, functioning to guide ennobling governments throughout the world. The resultant technology, for the betterment of the human condition, is beyond the conception of present unbalanced mainstream science. However, given the opportunity, there are enough learned scholars to compose the computer program, thanks to the scientist Kun Huang. It is now possible to extend the seashell research in order to obtain the quantum biological blueprint for human survival.

During the 6th Century BC the Greek geometer, Thales, travelled to Egypt to study political ethics. Following him in the 5th Century BC, the mathematician, Pythagoras, also studied political ethics in Egypt. They brought back to Greece the mathematical structure of Western Democracy. The Greek philosopher Anaxagoras had derived a theory of creation from the mythological-mathematical theories of the Egyptian creator god Atum (Atom), mentioned in the 'Pyramids Texts'. Then, for over two hundred years the Platonic tradition of Greek philosophy fused ethics into Anaxagoras' theory of creation. This was in order to invent science so that civilisation would not become extinct, as had other life forms discovered as fossils.

Aspects of nano-science show that the resultant science had successfully linked mathematics to the living process, in line with the workings of an infinite universe. This is contrary to the ethos of Einstein's theory of relativity, which he derived from Babylonian mythological mathematics.

During the 3rd Century BC two Greek life-sciences came into existence. one was called the 'Science for ethical ends' incorporating atomic Platonic love and the other was the 'Science of universal love', based upon Epicurean emotional atomic theory. These sciences came about to guide ennobling government, so that humans could play their part within an infinite ethical universal purpose, thus avoiding extinction. Nearby, in the Mystery Schools of Babylon, worship of the sacred geometries was motivated by the teachings of Ishtar, the Goddess of sexual prostitution and warfare.

Plato understood that once a physical atomic science totally ruled civilisation, as it does today, the prehistoric arms race legacy would one day accelerate, triggering the emergence of the destructive properties of ancient Egypt's understanding of primordial universal chaos. Plato's concept 'evil' was about the anti-life properties of nuclear unformed matter spreading as an obsession into the psyche of civilisations. Various national governments, powerless to stop the nuclear arms race because of governmental national security laws, would eventually bring about the chaos of total destruction upon civilisation. Nanotechnology on the other hand, could step in to provide a medical science, free energy, food and water, across the globe, in order to prevent this nightmare situation from happening.

Harvard University Press advises that the rebirth of the lost Greek atomic sciences was instigated by Marcilio Ficino, during the 15th Century. He used the book, 'Plato's Theology' to create what is now called the Great Italian Renaissance. Leonardo da Vinci, contrary to popular belief, was not a central figure to that Renaissance.

The mathematician, Fibonacci, taught Leonardo the sacred geometrical mathematical ethos belonging to the Mystery Schools of Babylon, which worshipped warfare. On the other hand, the inclusion of Platonic love as a property of the atoms of the soul (the molecule of emotion discovered by Candace Pert in 1972) had placed atomic ethics into the mathematical equations that Fibonacci obtained from the Babylonian Mystery Schools.

The American engineer, Buckminster Fuller, who wrote the book 'Utopia or Oblivion' fully understood the nature of Plato's grim warning and realised that we must modify the Einsteinian understanding of universal energy, or perish. Harvard University's Novartis Professor Amy Edmondson, in her on-line biography entitled 'A Fuller Explanation', wrote that in his excitement to write his theories, Fuller neglected to explain to the public that his ideas for humanity's survival were derived directly from Plato's mathematical research.

The molecular biologist, Sir C P Snow, also wrote a book about the need to save civilisation from collapse, due to the prevailing Einsteinian understanding of universal energy. He considered it imperative to link modern science back to the culture of the Platonic Humanities. In 2008 the Times Literary Supplement published that it considered Snow's book to be among the 100 most important books written since World War II.

The Christian Church, during the 5th Century AD, destroyed the Great Library of Alexandria and murdered its custodian, the mathematician, Hypatia. Saint Augustine then banished Plato's mathematics as being the work of the Devil, mistaking it for the mathematics associated with the teachings of Ishtar, the Babylonian Goddess of war and prostitution. Augustine had translated the evil of unformed matter in the atom as the evil of female sexuality, later used as an excuse for the horrific sexual rites that the Christian Church lather condoned.

The sadistic torturing and burning alive of countless numbers of women and girl children as witches was practised for three hundred years until the mid 17th Century. In the 18th Century the Church's fanatical opposition to ancient Greek mathematical atomic science, as the work of the Devil, was transferred into the very fabric of the Constitution of the United States of America, without the American people realising what had happened.

Giordano Bruno, considered to be the father of modern science, taught about the science of universal love, at Oxford University. For doing this, upon returning to Rome he was imprisoned, tortured and burnt alive by the Roman Church in 1600. During the 20th Century, the unpublished papers of Sir Isaac Newton were discovered, in which Newton expressed his conviction that a more profound natural philosophy existed to complete the mechanical description of the universe. Newton's model of the universe was infinite and its functioning was upheld by the same physics principles that upheld the ancient Greek science for ethical ends and the science of universal love. Newton's balancing physics principles were exactly those used by the philosopher Schelling when he corrected Immanuel Kant's electromagnetic ethic for perpetual peace on earth.

Isaac Newton, a contemporary of Bruno, aware of his fate, dared not publish those same ideas. As it was, his infinite universe theories remain classified today as Newton's Heresy Papers. This may help explain why a 50 million pound research program at Cambridge University, to look for its associated technology, was cancelled outright by the British Government. Nonetheless, nanotechnology has revealed the incredible magnitude of that technology's capacity to benefit the global human condition, well beyond the scope of entropic science.

The Constitution of the United States of America came into existence in 1787, based upon the ancient Platonic tradition of Greek philosophy. Within the Christian culture, Sir Isaac Newton's banished heresy physics principles were completely omitted. Alexander Hamilton, during the framing of the Constitution, defined 'Liberty' as being ensured by the design of government based upon physics and geometrical principles. The physics principles used to construct the American Constitution belonged to the published physics of Sir Isaac Newton and the geometrical principles belonged to the geometry of Euclid. The current blockbuster film, 'Lincoln ' depicts the President of America explaining that the abolishment of slavery was fused into Euclidean geometrical logic. In fact it was tied into the infinite geometrical logic upholding the functioning of the Platonic universe. If the will of the people wish it so, the American Constitution can now be amended to become the true symbol of liberty for all the world.

The ancient Greek intuitive understanding about the anti-life properties of nuclear chaos predicted the way our state of emotion interacts with physical reality. In 2011 two Chinese scientists used mathematics to prove how the Fullerene dance of life of protein enfolding in DNA, functioned outside the laws governing Einstein's world-view. This was pre-empted ten years earlier when the Science-Art Research Centre published a lecture delivered at Yangzhou University in China. The paper stated that this protein dance of life in DNA caused Fullerene carbon-signalling to generate the geometrical construction of emotion-forming substances influencing mental functioning.

The Centre reasoned that because Einsteinian mathematics was unable to generate healthy seashell growth through space-time, it was innately carcinogenic. The 1937 Nobel Laureate in medicine, Szent-Gyorgyi, also argued that the scientific refusal to allow any interaction of consciousness with Einstein's chaos energies, brought about an unnatural conflict between emotional intuition and unbalanced scientific rationalism, considered to be associated with cancer. In 1998, cancer researchers in America associated Szent-Gyorgyi's theories to carbon signalling within DNA.

Be this as it may, the anti-life conflict within the human biological system, where natural emotional intuition is forced to conform to the dictates of our unbalanced science, does prevent healthy evolution from occurring. People at present are virtually powerless to prevent the effects of what Plato described as uncensored art, where mind pleasing forms along with irresponsible music, provides an illusionary belief in reality, while the entropic engineering mindset prepares for continual warfare.

Nanotechnology can provide us all with water, food, energy and raw materials from virtually nothing. Instead, we are contented to maintain a stock-market job enslavement obsession, in order to pollute the planet and the energy system belonging to the living process. The entropic dictatorship of global economic rationalism, obeying total chaos logic, might be considered rational for those controlling the money system, but it is certainly not based upon ethical scientific principles. If nanotechnology directs the function of artificial intelligence to wage war, then the deployment of invisible undetectable nano weapons of mass destruction will become humanity's common enemy.

The mathematical sacred geometrical concepts of mercy, compassion and justice, can be found depicted in wall paintings of the Egyptian 1st Kingdom. These mythological-mathematics became political law in the 2nd Kingdom, explaining the origins of such things as modern hospitals and old age pensions. The ancient Greeks used these mathematical virtues to develop an infinite science for human survival, which we are forbidden to debate within the fixed confines of 20th Century science and technology.

The seriousness of a hidden fanatical religious act contaminating Newton's physics principles during the framing of the American Constitution is easy to demonstrate. It prevented the Platonic spiritual (now holographic) optical human survival engineering technology from being developed.

Although Plato's spiritual optical engineering principles were later corrected by 'History's Father of Optics', Al Haitham, during the Golden Age of Islamic Science, the issue is quite obvious. Plato, Al Haitham, and other philosophers such as Philo, Plotinus and Hesoid, had warned that by using the senses, in particular the eye, as the source of cosmic knowledge, the destructive properties of unformed matter would emerge from the atom to destroycivilisation. Da Vinci, Descartes and Sir Francis Bacon, pivotal figures in bringing in the mechanistic industrial age, used the eye as the source of all knowledge.

Albert Einstein made exactly the same mistake. During 1924 to 1927 the world-view of quantum mechanics was that visual observation affects reality. Einstein's E=Mc squared did indeed allow the ancient unformed matter to emerge from the atom. We are approaching the point where Humanity's common enemy will be the anti-life ethos of artificial intelligence, masquerading as a benevolent Diabolis, the God of Chaos, that we now worship globally via the stock market.

The Science-Art Research Centre's book 'The 21st Century Renaissance', points out that Einstein developed his world-view from the use of the sacred geometries associated with the mythological-mathematics used in the worship of ancient Babylon's Goddess, Ishtar. Her sexual mathematics are very complex, but it appears that Einstein's colleague, the Nobel Prize winner and mathematician Lord Bertrand Russell, was influenced by Ishtar's teachings. During the 20th Century Russell became Britain's best known advocate of free love and sex. His first three marriages became sordid sexual dramas in the British courts and in 1940 his professorial position at the College of New York was annulled by a police court order, as being immoral.

Bertand Russell's most famous essay was entitled 'A Freeman's Worship' in which Russell insisted that we have no other choice but to worship Einstein's entropic death sentence upon all of life in the universe. In 1957 the New York University Library of Science, published a book entitled, 'Babylonian Myth and Modern Science', in which Einstein is shown to have developed his theory of relativity from the mythological-mathematics of ancient Babylon. Plato, on the other hand, had developed mythological mathematics from the Mystery Schools of ancient Egypt, which were about preventing the universe from reverting back into its original chaos. Nanotechnology proved that the Platonic atomic science was correct and the engineer Buckminster Fuller had adequately upgraded it. It is now possible to upgrade Fullers solution to the human survival theories of Sir C P Snow.

The solution to the global energy crisis is simple. Buckminster Fuller alluded to it with his 'Cooperative World Game Theory' for the betterment of the global human condition. In Fuller's own words, 'Make the world work, for 100% of humanity, in the shortest possible time, through spontaneous cooperation, without ecological offence or the disadvantage of anyone'.

IBM's supercomputer, Deep Blue, beat the world's chess champions and their supercomputer Watson, beat America's players of the more complex game Jeopardy. Such a computer game, based upon medical science ethics, will bring into human consciousness the methodology advocated by the Fuller-Snow cooperative world game of life.

The Science-Art Research Centre of Australia is now only interested in helping to create the Fuller-Snow super computer program. The new game containing thousands of years of relevant negentropic speculations, will instantly and collectively raise our chaotic consciousness into a comprehension of Fuller's infinite synergistic universe. People can then play the game of life unimpeded with conflicting religious dogmas, in order to upgrade human survival consciousness. The governing Platonic Fullerene Chemistry medical science, given legal status, can then guide ennobling government based on the issue of global security and nanotechnology supra-wealth for all.

The three 1996 Nobel Laureates in Medicine, established a new medical chemistry based upon the negentropic properties of Fullerene carbon molecules. As Buckminster Fuller had derived his balanced model of universal reality upon the mathematics of Plato, the Science-Art Research Centre of Australia renamed it as Platonic Fullerene Chemistry, now influencing the education of chemistry throughout the world.

All revenue from Science-Art Paintings, sold through the Centre's non-profit research organisation, goes to the project, to help bring the Fuller-Snow supercomputer into existence. This funding model of ethical science through the arts was published in 1993 by LEONARDO, the 'International journal for the Arts,Sciences and Technology.

© Professor Robert Pope, Advisor to the President Oceania and Australasia of the Institute for Theoretical Physics and Advanced Mathematics (IFM) Einstein-Galilei

http://www.science-art.com.au

Professor Robert Pope is the Director of the Science-Art Research Centre of Australia, Uki, NSW, Australia. The Center's objective is to initiate a second Renaissance in science and art, so that the current science will be balanced by a more creative and feminine science. More information is available at the Science-Art Centre website: http://www.science-art.com.au/books.html

Professor Robert Pope is a recipient of the 2009 Gold Medal Laureate for Philosophy of Science, Telesio Galilei Academy of Science, London. He is an Ambassador for the Florentine New Measurement of Humanity Project, University of Florence, is listed in Marquis Who's Who of the World as an Artist-philosopher, and has received a Decree of Recognition from the American Council of the United Nations University Millennium Project, Australasian Node.

As a professional artist, he has held numerous university artist-in-residencies, including Adelaide University, University of Sydney, and the Dorothy Knox Fellowship for Distinguished Persons. His artwork has been featured of the front covers of the art encyclopedia, Artists and Galleries of Australia, Scientific Australian and the Australian Foreign Affairs Record. His artwork can be viewed on the Science-Art Centre's website.

He is the author of the 2012 book 'The 21st Century Renaissance', written in liaison with Florence University's New Measurement of Humanity Project and the former Head of the Development Sector of the AEG-Telefunken Institute of Automatic Control in Franfurt, Hamburg and Berlin, the late Professor Wolfgang Weber, recipient of the 1885 Albert Einstein Order of Honour.

Cancer, Ancient Atomic Mathematics and the Science-Art of Quantum Biology

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As is commonly known, the pursuit of happiness ideal was fused into the basic design of the Constitution of the United States of America. Surprisingly, no one seems to know why and how that came about. Scholars knew it had something to do with a message from ancient Egypt's 'Eye of Horus', depicted at the top of a pyramid as part of the Great Seal of America. They also knew that this all-seeing eye message had been linked to the work of the Greek mathematician, Pythagoras, who had studied political ethics in ancient Egypt.

Some thought that the message might relate to a happiness of acquiring wealth through mechanical industrialisation. However, the discovery of quantum biology during the 21st Century demonstrated that a far greater potential wealth exists within new technologies able to harness the previously unknown natural properties of carbon, belonging to human life forms. The old acquisition of wealth, derived from a mechanical mindset, is now well recognised as being the cause of a future unsustainable carcinogenic existence on planet Earth. Within Science-Art research, humanity has an innate non-mechanical association with Einstein's protege, David Bohm's holographic universe.

The first Science-Art discovery of a holographic living force occurred late in the 20th Century, and came about by reuniting science with artistic feelings. This unification led to the discovery of new physics laws governing optimum seashell growth and development through space-time. These physics laws appear to belong to the ancient mathematics governing the political ethics embedded into the 'pursuit of happiness' concept. The world's largest technological institute, IEEE in Washington, reprinted this scientific breakthrough as one of the important optics discoveries of the 20th Century, placing it alongside such names as Louis Pasteur and Sir Francis Crick.

This historical event was fused into quantum biology research theory, by the recipients of the 2010 Gorgio Napolitano Medal, awarded on behalf of the Republic of Italy for their quantum biological physics and chemistry discoveries. The second discovery was that some artists throughout history had unconsciously depicted hidden stereoscopic, holographic images, in their paintings. While new technologies have developed infinite fractal logic techniques to manufacture such images, prevailing science remains completely oblivious to the fact that the human mind can create them. This is one example of the mathematician, Cantor's observation, that the mindset of modern science is inhabited by an unnatural fear of infinity, denying Newton's first principles of creative gravitational force by substituting the foolish falling apple myth in its place.

In order to provide a brief outline of this interesting, but very controversial story, a historical explanation appears to be warranted. Pythagoras' research was a precursor to the Platonic tradition of ancient Greek mathematical culture. That tradition fused further ethical concepts into Egyptian ethical atomic mathematics, in order to invent ethical science during the 3rd Century BC. The Egyptian mathematics was about the purpose of sacred geometry within invisible atoms, to make tiny seeds from which forms of life throughout the universe emerged. During the Egyptian Second Kingdom, their sacred geometrical logic, concerning justice, compassion and mercy, had been fused into political law, and later copied by other civilisations, to legalise the construction of hospitals and policies of caring for the aged.

The founding fathers of the flawed American Democratic system of politics attempted to establish a greater ethical, scientific, political system from ancient Greek science. However, the Christian Church, during the 4th Century AD, had declared the pagan mathematics to be the work of the Devil. Saint Augustine had incorrectly translated the property of unformed chaos within the atom, as being the evil of female sexuality. He associated the mathematics with the mechanistic worship of Ishtar, the Babylonian Goddess of prostitution and war. However, this was not the mathematics that the Great Library of Alexandria was developing at the time. Nonetheless its Science-Art scrolls were destroyed by rioting Christian fanatics.

The linking of the Egyptian pursuit of happiness concept to quantum biological cancer research, during the 21st Century, was clearly predicted by the mathematician, Georg Cantor. Born in 1845, Cantor developed his infinite mathematical theories from the ancient Greek ethical science, derived from earlier Egyptian atomic mathematics. His work is now basic to modern scientific science. However, Cantor's ability to intuit the future discovery of Mandelbrot's infinite fractal logic, embraced ideas that prevailing Christian oriented science, finds completely incomprehensible.

Cantor knew that Aristotle was a central figure in the Platonic tradition of philosophy and investigated the mathematical theory upholding his research into the pursuit of happiness concept. Aristotle had linked the pursuit of happiness to a future science, to guide ennobling government for the health of the universe. This idea was obviously about a future medical science, using sacred geometrical logical ideas, beyond the limitations of our prevailing science, which considers that the only universal energy in existence flows from hot to cold. Cantor saw that the living process extended to infinity, in contradiction to this universal heat death concept, which condemns all life to eventual extinction. This universal heat death sentence became scientifically irrevocable after Charles Darwin used it as the basis of his evolutionary theory. Later, Einstein declared that this entropic law governed all aspects of science, including political, economic and medical.

When the framers of the American Constitution tried to bring Aristotle's political vision into reality they defined the ethical idea of liberty incorrectly. Liberty embracing the pursuit of happiness within a medical science for universal health was assumed to obey Sir Isaac Newton's emotionless laws governing the workings of his mechanical universe. The Founding Fathers, unaware of Newton's more natural, profound theory of gravitation, erroneously based the concept of liberty only upon his mechanical description of the universe. Newton published his little known theory at the risk of being burnt alive by order of the Church. He insisted that gravitational force was a non-mechanical spiritual force evolving emotional consciousness within an infinite universe. As a result of publishing that opinion he was held by the Church to be criminally insane, and suffered a mental breakdown for which he was hospitalised.

Newton was most likely aware that his contemporary, the philosopher of science, Giordano Bruno, had been imprisoned by the Church in Rome, tortured, then burnt alive for teaching about the ethical Greek science at Oxford University. Newton's published heretical gravitational theory was featured in his 28th Query Discussions in the second edition of his famous journal, Opticks, as anyone can easily verify. Also, his unpublished Heresy Papers and copies of his private letters, written during the height of his genius, demonstrate that Newton was not insane when he published his spiritual theory of gravity. Newton most certainly did not believe that reality was governed by the functioning of a clockwork universe, as modern quantum mechanics science had incorrectly assumed.

The Romantic era, from about 1800 to 1850, consisted of an artistic, literary and philosophical movement, which erroneously condemned Newton for promoting lifeless theories of science. The movement was ignorant that his first physics principles actually associated gravity with the living process, derived from ancient Greek Platonic science. William Blake, the poet and artist, along with other principle figures of the Romantic era, held Newton in contempt. They had not realised that Immanuel Kant, 1724-1804, one of the most influential philosophers of science in the history of Western philosophy, had given electromagnetic properties to Newton's concept of emotional gravitational force. They were also unaware of the scientific insights of the poet, Alexander Pope, who had been greatly praised by Kant for his knowledge of ancient Greek philosophy.

Alexander Pope is considered one of the greatest English poets of the eighteenth century. His famous 'Essay on Man' consisted of four parts. The first Epistle, was about man's place in the universe; Epistle II, was concerned with the individual person; Epistle III related to man within human society governed by political structures; and Epistle IV with the political ideal of the pursuit of happiness.

Alexander Pope's concept of an ethical infinite universal purpose can be seen to be compatible to Newton's theory of gravitational force, evolving ethical emotional consciousness within an infinite universe. Einstein modified Newton's theory of light and later altered it to give more credence to Newton's original concept. Some scholars have considered that Alexander Pope's linking of Newton's theory of light to an infinite ethical purpose, from the perspective of Kantian pure logic, explains why Immanuel Kant considered Alexander Pope to be a great genius. Pope's ideas were well known to the leaders of the electromagnetic Golden Age of Danish Science.

In 2002, Harvard University and Massachusetts University held an international symposium to tell the world of the social importance of the message of the electromagnetic Danish Golden Age of Science. They noted that its crucial message had been written mostly in Danish and not translated, making it invisible to English speaking scholarship. However, Immanuel Kant, a leading personality of that Golden Age, had written that the English poet, Alexander Pope, had given the ancient Greek theories an artistic expression. The discoverer of the electromagnetic field, Hans Christian Oersted and his colleague, Friedrich Schelling, were also principle figures of the Golden Age. Their own Science-Art theories gave credence to Newton's first principles, necessary for the healthy and ethical evolution of humanity. Their theories have been associated with Alexander Pope's development of a similar concept.

Georg Cantor's mathematical logic condemned the idea that all life in the universe must be destroyed after its heat had radiated away into cold space. This universal heat death law simply contradicted his discovery of mathematical infinity, which he had linked to the evolution of life. His work, attacked by many of the world's leading mathematicians, led to his conclusion that the scientific mind was inhabited by a primitive, myopic fear of infinity. The solution to this emotionally traumatic, carcinogenic situation can be easily obtained in the light of advanced quantum biology cancer research. But it requires a more profound understanding about Aristotle's concept of a medical science needed to guide ennobling government.

A first step is to produce evidence that this illogical scientific fear of infinity does exist. Modern science knows very well that an infinite fractal logic exists, but it is unable to allow for fractals to be part of the living process as it is obsessed with its falsely assumed thermodynamic extinction. This is completely illogical because the functioning of the molecule of emotion has been identified, beyond doubt, as obeying infinite fractal logic.

A second step is to refer to Sir Isaac Newton's firm conviction that the universe is infinite. His first principles of gravitational force were not mechanical but belonged to the ancient Geek emotional atomistic science, as mentioned above. Whether or not this was a criminally insane reasoning, as claimed by the Church, is of no importance. Isaac Newton most certainly did not advocate a mechanical clockwork-like universe. Therefore, Einstein's stating that the mechanical heat death law was the premier law of all the sciences, in particular political, economic and medical economic sciences, were based upon false assumptions. Isaac Newton wrote that such a pretentious scientific first principle logic would contaminate scientific philosophy, just as the mathematician, Cantor, discovered when he researched the origins of the concept of the pursuit of happiness.

In advanced quantum biology cancer research Einstein's energies of mechanical quantum chaos are entangled with another universal energy, known as Shannon-Weiner information energy, which does not flow from hot to cold. The 1937 Nobel Laureate, Szent-Gyorgyi, noted that failure to visualise that consciousness evolved through such an energy entanglement depicted a primitive mindset associated with cancerous growth and development.

The book 'Phantoms in the Brain', written by V.S Ramachandran M.D., Ph.D., and Sandra Blakeslee, about how the brain works, was very highly acclaimed by Nobel Laureate, Francis Crick Ph.D.,. Within the book, mention is made of the mental affliction known as anosognosia, about which almost nothing is known. The question is raised as to why this affliction should exist when it seems detrimental to our survival. Anosognosis can be considered to present a model of denial that the mathematician, Georg Cantor, described as existing within the scientific mind, as a blind fear of infinity.

The human survival message contained in 'Phantoms in the Brain' is so advanced that it can be considered to readily apply to solving the current extinction obsession inhabiting the modern scientific mind. The funding to carry out this objective will come from a new understanding of first cause cancer research principles and this will be made possible by reuniting the culture of art with the culture of science. That project has been publicly classified by leading quantum biologists in Europe as being the rebirth of the lost original Greek science - the 21st Century Renaissance.

Quantum biology cancer research not only addresses this human survival problem but can be seen to be the foundation upon which an omni human survival technology can be constructed. This technology was clearly alluded to by the champion of American liberty, Ralph Waldo Emerson, during Georg Cantor's lifetime. Emerson echoed Cantor's concern that an association of infinite mathematical logic with human evolution was not tolerated within the American scientific mind. His logic argued that infinite Sanskrit mathematics, leading to a truly democratic technological culture, had been forbidden, because industrial mechanical greed had enslaved the minds of the American people to deny its very existence. He blamed this phenomenon upon America having inherited a false mechanical, mathematical worldview from ancient Babylonian culture.

The 1957 the New York University of Science Library published a book entitled 'Babylonian Myth and Modern Science' which stated that Einstein had developed his theory of relativity from the intuitive mythological mathematics of ancient Babylon. Unintentionally, Einstein's great genius was only about the mechanical functioning of the universe, which can now be successfully modified through its entanglement with the information energies of quantum biology. Reference to ancient Mesopotamian cultures leads to a storybook tale of how and why the mental disease of anosognosis led to modern science worshipping the concept of human extinction. The worship of Einstein's heat death law, sentencing humanity to extinction, was the one that the mathematician, Lord Bertrand Russell, advocated in his most famous essay, 'A Freeman's Worship'. Both Russell and Einstein were awarded Nobel Prizes for their mechanistic, entropic worldview theories.

The Pyramid Texts discovered by Gaston Maspero in 1881 were about the advanced sacred geometrical purpose within invisible atoms, depicted by the Egyptian god Atum. The god declared, from the dark abyss of initial chaos 'Let there be light', centuries before the Hebrew and Christian religions came into being. Atum decreed that all created life would eventually return back into the original state of chaos, which modern science now accepts as being inevitable.

During the reign of Pharaoh Akhenaten the various Egyptian gods were dismissed and the worship of one god, the sun god, Ra, was established. That period was short-lived and Akhenaten's city, built to honour Ra, quickly fell into ruin. During the reign of Ramses the Great, the Egyptian religion governing political law followed the teachings of the Goddess, Maat, in which humans could become immortal within an infinite universe. The geometrical logic of the infinite Egyptian mathematics was further developed by Greek scholars, such as Thales during the 6th Century BC and Pythagoras in the 5th Century BC. The Platonic tradition of Greek philosophy used the ethical atomic mathematics to invent ethical science in the 3rd Century BC. The Greeks defined gravity as an emotional whirling force acting upon primitive particles in space, to make the worlds spin and generate harmonic knowledge to guide the evolution of ethical, emotional thought.

In 2008, The Times Literary Supplement included 'The Two Cultures and the Scientific Revolution' by C P Snow in its list of the 100 books that most influenced Western public discourse since the Second World War. It is crucial that we now heed the warning by the molecular biologist, Sir C P Snow, during his 1959 Reid Lecture at Cambridge University, that unless science and art are again reunited, despite modern science's primitive belief in the universal heat death extinction law, then civilisation will be destroyed.

http://www.science-art.com.au

Professor Robert Pope is the Director of the Science-Art Research Centre of Australia, Uki, NSW, Australia. The Center's objective is to initiate a second Renaissance in science and art, so that the current science will be balanced by a more creative and feminine science. More information is available at the Science-Art Centre website: http://www.science-art.com.au/books.html

Professor Robert Pope is a recipient of the 2009 Gold Medal Laureate for Philosophy of Science, Telesio Galilei Academy of Science, London. He is an Ambassador for the Florentine New Measurement of Humanity Project, University of Florence, is listed in Marquis Who's Who of the World as an Artist-philosopher, and has received a Decree of Recognition from the American Council of the United Nations University Millennium Project, Australasian Node.

As a professional artist, he has held numerous university artist-in-residencies, including Adelaide University, University of Sydney, and the Dorothy Knox Fellowship for Distinguished Persons. His artwork has been featured of the front covers of the art encyclopedia, Artists and Galleries of Australia, Scientific Australian and the Australian Foreign Affairs Record. His artwork can be viewed on the Science-Art Centre's website.

Technological Innovation Through Tech Mining For Market Dominance

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Innovation means technological change. The technology change results in practical implication or commercialization, it does not mean just generation of ideas. The importance of technological innovation in today's competitive economy is very clear, as today the worldwide economy depends on technology and technological innovation to an extraordinary degree.

Technological innovation plays important role in the economical growth of any country. Us, Japan, and other European countries are developed only due to there technological progress. In recent years, Singapore, India, China and many other countries are advancing dramatically due to technological innovations and progress. High technology companies are a significant and growing component of the economy. The competitive of these companies depends on technological innovations. Innovations improves standard of living. Developments in medical and pharmaceutical technologies have delivered extensive returns in health and life span.

Technological innovation involves tech mining. Tech mining includes understanding the technological innovation processes to track them more effectively and get informed about latest happenings and make valuable business decisions about R&D and subsequent implementation and adoption choices.

Innovation is defined as the process by which technological ideas are generated, developed and transformed into new business products, process and services that are used to make a profit and establish marketplace advantage. A better understanding of the innovation process is essential to figure out empirical measures deriving from innovation activities to generate actionable technological intelligence.

Tech mining is done through data or information extraction from multiple data sources, compilation and analyzing the results and represents key findings in actionable visual representation for easy understanding to what is happening now and predicting the future technologies.

Various types of technology analysis that can be aided by tech mining is as follows:

(A) Technology Monitoring (technology watch) - cataloguing, characterizing, identifying and interpreting technology development activities

(B) Competitive Technological Intelligence (CTI) -exploring out "Who is doing what?"

(C) Technology Forecasting-anticipating possible future development paths for particular technology domains

(D) Technology Road mapping - tracking evolutionary steps in related technologies and, sometimes, product families, technology diversification and technology tree

(E) Technology Assessment - anticipating the possible unintended, direct, indirect, and delayed consequences of particular technological changes

(F) Technology Foresight - strategic planning (especially national) with emphasis on technology roles and priorities

(G) Technology Process Management - getting people involved to make decisions about technology

(H) Science and Technology Indicators - time series that track advances in national (or other) technological capabilities

Reasons to Do Tech Mining

• Forecast likely development paths for emerging technologies - identify new products, research or service opportunity
• Identify competitors, or collaborators, at the "fuzzy front end" of new product development - keep tract of your competitor's activity for market dominance.
• Identify potential customers for your intellectual property ("IP") - new licensing, collaboration, acquisition and merger opportunities.
• Discover additional application arenas for the outputs of your R&D - identify how to develop new products and services from your existing business processes, without inventing more.
• Gauge market potential for prospective technology-based products and services
• Be a wiser consumer of others' science and technology
• Manage the risks of technology development and implementation based on better information.

Vinod Kumar Singh
Asst. Manager - IP Informations & Technical Writer - IP/Patent Intelligence

How Can Instructional Technology Make Teaching and Learning More Effective in the Schools?

In the past few years of research on instructional technology has resulted in a clearer vision of how technology can affect teaching and learning. Today, almost every school in the United States of America uses technology as a part of teaching and learning and with each state having its own customized technology program. In most of those schools, teachers use the technology through integrated activities that are a part of their daily school curriculum. For instance, instructional technology creates an active environment in which students not only inquire, but also define problems of interest to them. Such an activity would integrate the subjects of technology, social studies, math, science, and language arts with the opportunity to create student-centered activity. Most educational technology experts agree, however, that technology should be integrated, not as a separate subject or as a once-in-a-while project, but as a tool to promote and extend student learning on a daily basis.

Today, classroom teachers may lack personal experience with technology and present an additional challenge. In order to incorporate technology-based activities and projects into their curriculum, those teachers first must find the time to learn to use the tools and understand the terminology necessary for participation in projects or activities. They must have the ability to employ technology to improve student learning as well as to further personal professional development.

Instructional technology empowers students by improving skills and concepts through multiple representations and enhanced visualization. Its benefits include increased accuracy and speed in data collection and graphing, real-time visualization, the ability to collect and analyze large volumes of data and collaboration of data collection and interpretation, and more varied presentation of results. Technology also engages students in higher-order thinking, builds strong problem-solving skills, and develops deep understanding of concepts and procedures when used appropriately.

Technology should play a critical role in academic content standards and their successful implementation. Expectations reflecting the appropriate use of technology should be woven into the standards, benchmarks and grade-level indicators. For example, the standards should include expectations for students to compute fluently using paper and pencil, technology-supported and mental methods and to use graphing calculators or computers to graph and analyze mathematical relationships. These expectations should be intended to support a curriculum rich in the use of technology rather than limit the use of technology to specific skills or grade levels. Technology makes subjects accessible to all students, including those with special needs. Options for assisting students to maximize their strengths and progress in a standards-based curriculum are expanded through the use of technology-based support and interventions. For example, specialized technologies enhance opportunities for students with physical challenges to develop and demonstrate mathematics concepts and skills. Technology influences how we work, how we play and how we live our lives. The influence technology in the classroom should have on math and science teachers' efforts to provide every student with "the opportunity and resources to develop the language skills they need to pursue life's goals and to participate fully as informed, productive members of society," cannot be overestimated.

Technology provides teachers with the instructional technology tools they need to operate more efficiently and to be more responsive to the individual needs of their students. Selecting appropriate technology tools give teachers an opportunity to build students' conceptual knowledge and connect their learning to problem found in the world. The technology tools such as Inspiration® technology, Starry Night, A WebQuest and Portaportal allow students to employ a variety of strategies such as inquiry, problem-solving, creative thinking, visual imagery, critical thinking, and hands-on activity.

Benefits of the use of these technology tools include increased accuracy and speed in data collection and graphing, real-time visualization, interactive modeling of invisible science processes and structures, the ability to collect and analyze large volumes of data, collaboration for data collection and interpretation, and more varied presentations of results.

Technology integration strategies for content instructions. Beginning in kindergarten and extending through grade 12, various technologies can be made a part of everyday teaching and learning, where, for example, the use of meter sticks, hand lenses, temperature probes and computers becomes a seamless part of what teachers and students are learning and doing. Contents teachers should use technology in ways that enable students to conduct inquiries and engage in collaborative activities. In traditional or teacher-centered approaches, computer technology is used more for drill, practice and mastery of basic skills.

The instructional strategies employed in such classrooms are teacher centered because of the way they supplement teacher-controlled activities and because the software used to provide the drill and practice is teacher selected and teacher assigned. The relevancy of technology in the lives of young learners and the capacity of technology to enhance teachers' efficiency are helping to raise students' achievement in new and exciting ways.

As students move through grade levels, they can engage in increasingly sophisticated hands-on, inquiry-based, personally relevant activities where they investigate, research, measure, compile and analyze information to reach conclusions, solve problems, make predictions and/or seek alternatives. They can explain how science often advances with the introduction of new technologies and how solving technological problems often results in new scientific knowledge. They should describe how new technologies often extend the current levels of scientific understanding and introduce new areas of research. They should explain why basic concepts and principles of science and technology should be a part of active debate about the economics, policies, politics and ethics of various science-related and technology-related challenges.

Students need grade-level appropriate classroom experiences, enabling them to learn and to be able to do science in an active, inquiry-based fashion where technological tools, resources, methods and processes are readily available and extensively used. As students integrate technology into learning about and doing science, emphasis should be placed on how to think through problems and projects, not just what to think.

Technological tools and resources may range from hand lenses and pendulums, to electronic balances and up-to-date online computers (with software), to methods and processes for planning and doing a project. Students can learn by observing, designing, communicating, calculating, researching, building, testing, assessing risks and benefits, and modifying structures, devices and processes - while applying their developing knowledge of science and technology.
Most students in the schools, at all age levels, might have some expertise in the use of technology, however K-12 they should recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and understand that problems may be solved in several ways.

Rapid developments in the design and uses of technology, particularly in electronic tools, will change how students learn. For example, graphing calculators and computer-based tools provide powerful mechanisms for communicating, applying, and learning mathematics in the workplace, in everyday tasks, and in school mathematics. Technology, such as calculators and computers, help students learn mathematics and support effective mathematics teaching. Rather than replacing the learning of basic concepts and skills, technology can connect skills and procedures to deeper mathematical understanding. For example, geometry software allows experimentation with families of geometric objects, and graphing utilities facilitate learning about the characteristics of classes of functions.

Learning and applying mathematics requires students to become adept in using a variety of techniques and tools for computing, measuring, analyzing data and solving problems. Computers, calculators, physical models, and measuring devices are examples of the wide variety of technologies, or tools, used to teach, learn, and do mathematics. These tools complement, rather than replace, more traditional ways of doing mathematics, such as using symbols and hand-drawn diagrams.

Technology, used appropriately, helps students learn mathematics. Electronic tools, such as spreadsheets and dynamic geometry software, extend the range of problems and develop understanding of key mathematical relationships. A strong foundation in number and operation concepts and skills is required to use calculators effectively as a tool for solving problems involving computations. Appropriate uses of those and other technologies in the mathematics classroom enhance learning, support effective instruction, and impact the levels of emphasis and ways certain mathematics concepts and skills are learned. For instance, graphing calculators allow students to quickly and easily produce multiple graphs for a set of data, determine appropriate ways to display and interpret the data, and test conjectures about the impact of changes in the data.

Technology is a tool for learning and doing mathematics rather than an end in itself. As with any instructional tool or aid, it is only effective when used well. Teachers must make critical decisions about when and how to use technology to focus instruction on learning mathematics.

Challenges and Opportunities in the Context of Internationalization of Higher Education

The World Bank's 1991 'World Development Report' has made a very interesting observation that the scientific and technological progress and enhanced productivity in any nation have a close link with investment in human capital as well as the quality of the economic environment. Scientific and technological capabilities are, however, unevenly distributed in the world and are linked with the education system in a nation.

The 21st century has seen quite massive changes in higher education systems both in terms of complexity of the systems and also in terms of its utility for converting education into an effective tool for social and economic changes. A very interesting relationship is emerging among education, knowledge, conversion of knowledge into suitable entities from trade point of view, wealth and economy.

Internationalization of education includes the policies and practices undertaken by academic systems and institutions-and even individuals-to cope with the global academic environment. The motivations for internationalization include commercial advantage, knowledge and language acquisition, enhancing the curriculum with international content, and many others. Specific initiatives such as branch campuses, cross-border collaborative arrangements, programs for international students, establishing English-medium programs and degrees, and others have been put into place as part of internationalization. Efforts to monitor international initiatives and ensure quality are integral to the international higher education environment.

The higher education system across the world has witnessed two more interesting revolutions. The first is connected with the advent and use of computers in teaching and learning as well as research and the second is linked with communication revolution. Today, education transcends across the geographical boundaries. Besides, the structure and context of academic work also has undergone a tremendous change. Student diversity and the administrative and pedagogical demands of new modes of curricula delivery characterize the academic's everyday working environment.

The accomplishment of any educational change is linked with the readiness of teachers to implement new methods and innovative practices. The present paper is an attempt to understand the role of teachers in internationalization of higher education in India. The focus of the present paper is to be acquainted with the challenges and opportunities for faculty in the context of internationalization of higher education and their inclination to adapt the change.

Review of literature:

A growing number of papers and studies document the many ways in which the university experience of students, academic and administrative staff has been radically transformed [Chandler & Clark 2001, Deem 2001]. Student diversity and the administrative and pedagogical demands of new modes of curricula delivery characterize the academic's everyday working environment. Identities as academics are under constant challenge as academic staff take on multiple and often conflicting roles as consultants, researchers, teachers, counselors and international marketers. Support for academics involved in international activities is scarce and the central strategic control of resources with its demands for flexibility compromises the quality of academic life.

A qualitative study examines the role of international experience in the transformative learning of female educators as it relates to professional development in a higher education context. It also investigates how the learning productions of these experiences were transferred to the participants' home country. Nine American female faculty and administrators who worked at universities in Arab countries in the Gulf region participated in this study. The results suggest that the transformative learning of the female educators was reflected in three themes: changes in personal and professional attitudes, experiencing a new classroom environment that included different students' learning style and unfamiliar classroom behavior, and broadening of participants' global perspectives. Another study sought to assess how and why some higher education institutions have responded to aspects of globalization and, in particular how organizational culture influences universities' responses to globalization. Using a predominantly qualitative, mixed-methods approach, empirical research was used to explore the impact of globalization at four Canadian universities. A multiple, case-study approach was used to achieve a depth of understanding to establish the universities' culture, institutional strategies, and practices in response to globalization.

Context of the study:

Political & educational context

Everyone recognizes that India has a serious higher education problem. Although India's higher education system, with more than 13 million students, is the world's third largest, it only educates around 12 per cent of the age group, well under China's 27 per cent and half or more in middle-income countries. Thus, it is a challenge of providing access to India's expanding population of young people and rapidly growing middle class. India also faces a serious quality problem - given that only a tiny proportion of the higher education sector can meet international standards. The justly famous Indian Institutes of Technology and the Institutes of Management, a few specialized schools such as the Tata Institute of Fundamental Research constitute tiny elite, as do one or two private institutions such as the Birla Institute of Technology and Science, and perhaps 100 top-rated undergraduate colleges. Almost all of India's 480 public universities and more than 25,000 undergraduate colleges are, by international standards, mediocre at best. India has complex legal arrangements for reserving places in higher education to members of various disadvantaged population groups. Often setting aside up to half of the seats for such groups, places further stress on the system.

Capacity problem

India faces severe problems of capacity in its educational system in part because of underinvestment over many decades. More than a third of Indians remain illiterate after more than a half century of independence. A new law that makes primary education free and compulsory, while admirable, it takes place in a context of scarcity of trained teachers, inadequate budgets, and shoddy supervision. The University Grants Commission and the All-India Council for Technical Education, responsible respectively for supervising the universities and the technical institutions, are being abolished and replaced with a new combined entity. But no one knows just how the new organization will work or who will staff it. India's higher education accrediting and quality assurance organization, the National Assessment and Accreditation Council, which was well-known for its slow movement, is being shaken up. But, again, it is unclear how it might be changed.

Current plans include the establishing of new national "world-class" universities in each of India's States, opening new IITs, and other initiatives. The fact is that academic salaries do not compare favorably with remuneration offered by India's growing private sector and are uncompetitive by international standards. Many of India's top academics are teaching in the United States, Britain, and elsewhere. Even Ethiopia and Eritrea recruit Indian academics.

Welcoming foreign universities:

Very recently it is announced that the government of India is preparing itself for permitting foreign universities to enter the Indian market. The foreigners are expected to provide the much needed capacity and new ideas on higher education management, curriculum, teaching methods, and research. It is hoped that they will bring investment. Top-class foreign universities are anticipated to add prestige to India's postsecondary system. All of these assumptions are at the very least questionable. While foreign transplants elsewhere in the world have provided some additional access, they have not dramatically increased student numbers. Almost all branch campuses are small and limited in scope and field. In the Persian Gulf, Vietnam, and Malaysia, where foreign branch campuses have been active, student access has been only modestly affected by them. Branch campuses are typically fairly small and almost always specialized in fields that are inexpensive to offer and have a ready clientele such as business studies, technology, and hospitality management. Few branch campuses bring much in the way of academic innovation. Typically, they use tried and true management, curriculum, and teaching methods. The branches frequently have little autonomy from their home university and are, thus, tightly controlled from abroad.

Foreign providers will bring some investment to the higher education sector, particularly since the new law requires an investment of a minimum of $11 million - a kind of entry fee - but the total amount brought into India is unlikely to be very large. Global experience shows that the large majority of higher education institutions entering a foreign market are not prestigious universities but rather low-end institutions seeking market access and income. Top universities may well establish collaborative arrangement with Indian peer institutions or study/research centers in India, but are unlikely to build full-fledged branch campuses on their own. There may be a few exceptions, such as the Georgia Institute of Technology, which is apparently thinking of a major investment in Hyderabad.

Indian education is a joint responsibility of the Central and State governments - and many States have differing approaches to higher education generally and to foreign involvement in particular. Some, such as Andhra Pradesh and Karnataka, have been quite interested. Other States such as West Bengal with its communist government may be more sceptical. And a few, such as Chhattisgarh have been known to sell access to university status to the highest bidders.

Significance of study:

The volatile situation in higher education system vis-à-vis internationalization of higher education creates many opportunities as well as challenges to the teachers of higher education. Pressures for change in the field of teacher education are escalating significantly as part of systemic education reform initiatives in a broad spectrum of economically developed and developing nations. Considering these pressures, it is surprising that relatively little theoretical or empirical analysis of learning and change processes within teacher education programs have been undertaken. The present study considers this situation and makes an endeavor to understand the challenges faced or anticipated by the teaching faculty in the context of internalization of education.

Aims of the study:

The present study is aimed to understand and analyze the position of college teachers in general and those of working undergraduate colleges.

Data collection:

Locale of the study:

Data for the present study is collected from the college teachers situated at Hyderabad. Colleges in Hyderabad are generally affiliated to Osmania University. In addition to various colleges, the city is home to three central universities, two deemed universities, and six state universities. Osmania University, established in 1917, is the seventh oldest university in India and the third oldest in South India. Indian School of Business, an international business school ranked number 12 in global MBA rankings by the Financial Times of London in 2010 is also located in Hyderabad.

Colleges in Hyderabad offer graduation and post graduation and post graduation programmes in science, arts, commerce, law & medicine. College of Engineering - Osmania University, Jawaharlal Nehru Technological University, Indian Institute of Technology, etc. are some of the famous engineering colleges in Hyderabad. In addition to engineering colleges, various institutes known as polytechnics offer a three year course in engineering. Gandhi Medical College and Osmania Medical College are the centers of medical education in Hyderabad. Colleges and universities in Hyderabad are run by either by state government, central government or private individuals or agencies. Hyderabad Central University, Nalsar, NIPER, Potti Sreeramulu Telugu University, Maulana Azad National Urdu University, English and Foreign Languages University, Acharya N.G. Ranga Agricultural University, are some of the other universities located in Hyderabad.

Universe and sample:

There are 146 degree colleges offering undergraduate courses [B.Sc., B.Com, and B.A] situated at Hyderabad. Teachers working in these colleges are taken as universe for the present study. Most of these colleges are having academic consultants whose tenure is limited either to one term or one academic year. Academic consultants are not eligible for faculty development programmes of the University Grants Commission. Various programmes meant for faculty development are available for aided college teachers. Hence, the present study has selected aided college teachers working at Hyderabad as a sub category of the universe. At the outset, a focused group interview is conducted in order to collect information as to the willingness to train oneself for internationalization of higher education. Out of 150 lecturers participated in this focused group interview fifty were selected as sample for the present study by using random sampling method.

Data for the present study is collected by using in-depth interview method with the help of a schedule. Information as to the socio-economic characteristics of the respondents, educational achievements, awareness of national and global career structures, research culture, working conditions, information as to the strategies adapted by the college in order to equip for internationalization is collected. Data collection is done during the months of march-may 2010.

The qualitative information on awareness and availability of national and global career structures, strategies for integrating the international dimension, professional development, needs post-doctoral research culture, refresher courses and working conditions was collected by using case study method by using in-depth interviews.

National and global career structures:

Kaulisch and Enders [2005, pp.131-32] note that faculty work is shaped by three overlapping sets of institutions: 1] the generic science system, and systems in each discipline which to a varying extent are cross-national, emphasize the autonomy and mobility of researchers, and foster competition based on scholarly merit and prestige; 2] rules about work, competition and careers, where academic work is embedded in national policy and cultural settings; and 3] the organizational operations of universities, which both reflect national and local traditions and are touched by common trends such as massification, growing expectations about social relevance and the nationally-parallel global transformations. A fourth element in the mix that might be of growing importance is the impact of internationalization and globalization on academic careers.

The present study finds that the available opportunities for the teaching faculty are based on all these four elements. Most of the respondents experienced interplay of all these elements in their work life. More than fifty per cent of the respondents felt that the massification of education is burdensome and acting as an obstacle for faculty improvement.

Faculty mobility has long been a positive professional norm though varying by nation and field [El-Khawas, 2002, pp.242-43] and also varying somewhat in motive. A small number of researchers have expertise and reputations that confer superior opportunities in many countries. However, most teaching faculty have primarily national careers and use cross-border experience to advance their position at home, traveling mostly at the doctoral and postdoctoral stages and for short visits. A third group consists of faculty with lesser opportunities at home compared to abroad, due to remuneration or conditions of work, the denial of national careers due to social or cultural closure, or an economic freeze on hiring. This group has less transformative potential than elite researchers.

Excellence in education will require improvement in infrastructure, well-crafted courses, e-learning materials, access to laboratories, computational facilities and above all well-trained and highly motivated teachers. When asked about the availability of resources and opportunities for research, 78 per cent of the respondents opined that there are many bottlenecks. In most of the colleges, e-learning, internet facilities are not available. Even their college libraries mostly will have books useful for the undergraduate students rather than useful for further research by the teaching faculty. Most of the respondents felt that they are not exposed to the pedagogical methods acceptable internationally. Hence, their awareness about the teaching methods is not much. At the same time, they were not trained in teaching-learning process relevant for internationalized educational system while doing their post-graduation or pre-doctoral/doctoral level.

Strategies for integrating the internal dimension:

There are many ways to describe the initiatives which are undertaken to internationalize an institution. They are often referred to as activities, components, procedures or strategies. In the process oriented approach to internationalization, emphasis is placed on the concept of enhancing and sustaining the international dimensions of research. Most of the colleges in general, autonomous colleges and colleges with potential for excellence are following the process oriented approach. Yet, the faculty is not ready to equip themselves for this internationalization. The reasons mentioned by the respondents include more work, fear of losing job, lengthy working hours, high aided-unaided teaching faculty ratio, low job satisfaction levels and lack of facilities at the institutional level.

Professional Development Needs

Faculty members, or academic staff, as they are called in many countries, constitute a critical ingredient influencing the quality and effectiveness of higher education institutions. Universities in the developing world cannot respond to external changes and pressures without the involvement of capable, committed, and knowledgeable faculty members. The challenge for many faculty members, however, is that they are being asked to fulfill tasks and assume roles for which they are not adequately prepared. Besides, there are not many training centers to well equip them. Academic staff colleges are providing refresher and orientation courses but these courses are attended by those whose promotions are linked with attending refresher courses.

Post-doctoral research culture

Unlike the advanced countries, where a large pool of post-doctoral research fellows carries out the bulk of high-quality research, there is a near total absence of a post-doctoral culture in India.79 per cent of the respondents expressed their willingness to pursue post-doctoral research but said that they are not able to do due to financial problems.

Although the number of women at post-graduate and doctoral levels in various universities is high, very few of them make sufficient advance in their careers for a variety of social reasons. Women teachers and teachers studied in vernacular medium felt that though they are interested their family responsibilities and problem of language and communication act as major challenges for them.

Conclusion:

Higher education in India has entered into a new phase with the invasion of foreign universities and increasing aspirations of Indian students. This has created a need to revive the pedagogical methods. But the question still remains, whether the teaching faculty are ready to accept these changes or not? It is found in the present study that the teachers are ready to accept the challenges of global teaching. The need of the hour is to equip Indian teachers than permitting the foreign universities to establish their campuses in India. This requires a appropriate teacher education which can address the issue of organizational learning.

Charles A. Peck, Chrysan Gallucci, Tine Sloan and Ann Lippincott [2009] illustrated some ways in which contemporary socio-cultural learning theory may be used as a lens for addressing the issues of organizational learning in teacher education. Using a theoretical framework developed by Harré [1984], they showed how processes of individual and collective learning led to changes in a teacher education program. Important innovations in program practice were generally found to have their sources in the creative work of individual faculty. However program level changes required negotiation of new ideas and practices within small groups of faculty, and with the larger collective of the program. The present study would like to conclude that the Harré model, and the socio-cultural learning theories from which it is derived, may offer a useful theoretical framework for interpreting complex social processes underlying organizational renewal, innovation, and change.

References:

El-Khawas, E. 2002 "Developing Academic Career in a Globalizing World", in J.Enders and O. Fulton [ed.] Higher Education in a Gobalizing World: International Trends and Muual Observations, Kluwer, Dordrecht, pp.242-54

Charles A. Peck, Chrysan Gallucci, Tine Sloan and Ann Lippincott [2009] Organizational learning and program renewal in teacher education: A socio-cultural theory of learning, innovation and change, Educational Research Review Volume 4, Issue 1, 2009, Pages 16-25

Harré, R. (1984). Personal being: A theory for individual psychology. Cambridge, MA: Harvard University Press

Whether the teaching faculty are ready to accept the changes in higher education or not? Present study is an attempt to analyze the readiness, training and opportunities available to the teachers of higher education in general and undergraduate college teachers in particular. Though teachers are ready to accept the challenges of global teaching, there is hardly any training facility to train them for global teaching or intercultural communication to better equip them for this. Not only that, syllabi of present post graduation never teach intercultural diversities. There is a need to overhaul the entire higher education system.