Please consider donating at https://www.gofundme.com/4xbfjcak to help Robert Serunjogi finalize construction of two new schools in Uganda. The schools will provide a place for healthcare in addition to education. The schools will be open to all students, but especially to orphan children without other educational opportunities.
The students from Pasir Ris Primary School embarked on a social innovation project called "Trash to Treasure" to reduce waste by connecting people throwing away usable goods with others seeking those items. Their goals were to have an online blog where classmates could post photos of items they wanted to exchange or donate, and to collect items around their neighborhood that could still be used instead of thrown in the landfill. An initial survey found that classmates were interested in exchanging toys, books, and costume jewelry. The project is ongoing, with the students hoping their blog can help keep useful items out of the landfill with community support.
Environmental Sustainable Design Final ReportAlexander Chung
This document is a project report for a group of students who worked on a community engagement project at St. Barnabas Shelter Home. It identifies three main issues at the shelter home: unused spaces in the boys' and girls' corridors, an abandoned pond, and rusty playground equipment. The group's proposed solutions were to utilize the empty corridor spaces by adding mural paintings and drawing boards, transform the abandoned pond into a rock garden, and repaint the playground equipment for safety and aesthetics. The report provides details on the objectives, organization of the shelter home, reasons for engaging with this site, problem statements, and proposed solutions.
The students at Ragaytung Primary School were eagerly awaiting the completion of their new playground. However, heavy rains washed away part of the ground. The students discussed various ideas to fix the problem, such as writing a funding proposal or organizing fundraising events. Ultimately, Bijay Rai suggested asking their parents for help to fill the area with soil in bags. On an agreed upon Saturday, the parents came and worked with the students to refill the washed away portion. By evening, the ground was returned to its normal shape, allowing the students to resume playing on their new field.
The document summarizes activities that Year 7 students participated in as part of a "Stop the Clock Day" event focused on designing ideas for improving their school. The students were split into groups and tasked with planning, designing, and building models of their ideas. They proposed practical solutions and explored possibilities for improving the school. The winning design was selected and featured ideas such as a glass tube connecting different school departments. Student feedback indicated they enjoyed having input into the potential design of a new school building.
The organization helped 700,000 kids through its charitable efforts by building and restoring 1,000 classrooms to improve learning experiences. It also awarded 5,000 scholarships to kids with strong academic performance and collected $12 million in donations to buy school supplies and materials for kids' education. The document promotes joining the organization's efforts to help educate kids since its launch.
This document summarizes the waste reduction activities of Bishop Ahern National School in Ireland. It describes various initiatives the school undertook such as waste audits, a package-free lunch day, and a spring cleaning event. Through these efforts, the school was able to significantly reduce the amount of waste produced, with a 50% reduction in overall waste and a 33% increase in recycling. The school also created a garden and engaged in composting activities. For their work, the school earned a Green Flag for litter and waste.
Please consider donating at https://www.gofundme.com/4xbfjcak to help Robert Serunjogi finalize construction of two new schools in Uganda. The schools will provide a place for healthcare in addition to education. The schools will be open to all students, but especially to orphan children without other educational opportunities.
The students from Pasir Ris Primary School embarked on a social innovation project called "Trash to Treasure" to reduce waste by connecting people throwing away usable goods with others seeking those items. Their goals were to have an online blog where classmates could post photos of items they wanted to exchange or donate, and to collect items around their neighborhood that could still be used instead of thrown in the landfill. An initial survey found that classmates were interested in exchanging toys, books, and costume jewelry. The project is ongoing, with the students hoping their blog can help keep useful items out of the landfill with community support.
Environmental Sustainable Design Final ReportAlexander Chung
This document is a project report for a group of students who worked on a community engagement project at St. Barnabas Shelter Home. It identifies three main issues at the shelter home: unused spaces in the boys' and girls' corridors, an abandoned pond, and rusty playground equipment. The group's proposed solutions were to utilize the empty corridor spaces by adding mural paintings and drawing boards, transform the abandoned pond into a rock garden, and repaint the playground equipment for safety and aesthetics. The report provides details on the objectives, organization of the shelter home, reasons for engaging with this site, problem statements, and proposed solutions.
The students at Ragaytung Primary School were eagerly awaiting the completion of their new playground. However, heavy rains washed away part of the ground. The students discussed various ideas to fix the problem, such as writing a funding proposal or organizing fundraising events. Ultimately, Bijay Rai suggested asking their parents for help to fill the area with soil in bags. On an agreed upon Saturday, the parents came and worked with the students to refill the washed away portion. By evening, the ground was returned to its normal shape, allowing the students to resume playing on their new field.
The document summarizes activities that Year 7 students participated in as part of a "Stop the Clock Day" event focused on designing ideas for improving their school. The students were split into groups and tasked with planning, designing, and building models of their ideas. They proposed practical solutions and explored possibilities for improving the school. The winning design was selected and featured ideas such as a glass tube connecting different school departments. Student feedback indicated they enjoyed having input into the potential design of a new school building.
The organization helped 700,000 kids through its charitable efforts by building and restoring 1,000 classrooms to improve learning experiences. It also awarded 5,000 scholarships to kids with strong academic performance and collected $12 million in donations to buy school supplies and materials for kids' education. The document promotes joining the organization's efforts to help educate kids since its launch.
This document summarizes the waste reduction activities of Bishop Ahern National School in Ireland. It describes various initiatives the school undertook such as waste audits, a package-free lunch day, and a spring cleaning event. Through these efforts, the school was able to significantly reduce the amount of waste produced, with a 50% reduction in overall waste and a 33% increase in recycling. The school also created a garden and engaged in composting activities. For their work, the school earned a Green Flag for litter and waste.
Room 13 of Willowbank School documented their cultural inquiry journey where they learned about the diverse cultures represented by the students. They explored their own cultural identities and roles in society. As a culminating project, the students created cultural tiles representing important aspects of their cultures and sewed them together into a quilt to display in the school office, celebrating the cultural diversity of Room 13.
Room 13 of Willowbank School celebrates cultural diversity. The students come from many countries and cultures. Over the course of the year, they studied different cultures and roles in society. They held cultural art activities and visited sites like a Buddhist temple. For their big idea project, the students created cultural tiles to display around the school, sewing them together into a quilt to showcase their learning about different cultures.
This document summarizes the youth initiatives of the RCE Tongyeong club in South Korea. It describes the club's activities such as drawing, mind mapping, and upcycling projects. It also discusses an international project where students visited Indonesia to learn about traditional cultures and how they could incorporate these ideas in South Korea. Specifically, the students thought to use traditional Korean cloth in making name tags for their high school. Finally, the document announces an international youth camp in 2017 focused on coexistence where students will participate in forest design, tours, meetings and upcycling projects to share ideas on global issues.
Room 13 students from many different cultural backgrounds studied various cultures and roles in society. They created cultural tiles representing important aspects of their cultures to display. The tiles included art from China, India, Maori culture and more. The students worked collaboratively to design, create and display the tiles as a cultural quilt to share their learning and celebrate their diverse classroom community.
Room 13 students explored different cultures represented in their class, including Chinese, Indian, Filipino, Samoan, and Māori cultures. They studied various jobs in society and created cultural tiles representing important aspects of their cultures. Despite challenges in obtaining materials, the students worked collaboratively to design tiles, sew them into a quilt, and display their cultural artwork for the school to see and celebrate their diversity.
Room 13 students created cultural tiles to celebrate and share the many cultures represented in their class. They designed tiles showing important aspects of their cultures, then sewed the tiles together into a quilt to display in the school. The process involved brainstorming design ideas, carefully copying designs onto material tiles, and problem-solving how to display the finished quilt. The students learned about different cultures and had fun taking their inquiry from ideas to displaying the final product.
The document discusses poverty in the Philippines and the work of the Papaya Partnership. It establishes Papaya Academy in 2003 to provide education to children in Manila instead of having them work in the city dump. It outlines various school projects aimed at livelihood, literacy, and celebrating Filipino achievements. It also discusses partnering with organizations like Gawad Kalinga to combat poverty through education, healthcare, livelihood training and housing. The International School of Manila's service learning program works with Papaya Academy and community organizations in the Philippines for long-term, sustainable community development projects.
The document describes Yasodapura Eco Village, a rural development project in Cambodia spearheaded by H.H. Bhakti Raghava Swami. The village aims to develop self-sufficient communities through organic farming, cow protection, education and spiritual practices. It has expanded over several phases from an initial 5.5 hectares to the current 108 acres, with plans to further develop agricultural lands, housing, a school and other facilities. The budget outlines costs for ongoing development and maintenance, with details on how to get involved or provide support.
The Green council plan to achieve several goals over the coming year, including renewing their Green Flag, developing their blog to include more resources, organizing a sustainability conference for local schools, and increasing community involvement through litter picks and gardening. They need the help of students, teachers, parents and the community to make these plans a success.
This document provides an overview of the Imagine India team's work in Chennai and Madurai, India from June-August 2016. It details their accommodations, local contacts, daily activities like site visits and work projects, lessons learned, and weekend trip locations. The team focused on infrastructure projects like water filters and bathroom/classroom repairs at local schools and villages. They also conducted needs assessments, pursued new partnerships, and explored additional school connections.
The document summarizes a cooperative project between two schools - Birkilundur preschool and Varmahlidarskoli elementary school - located in Skagafjordur, Iceland. The goal of the project is to increase educational continuity and the children's social skills by having regular visits between the schools. Over the course of the project, children from the preschool visited various classrooms and activities at the elementary school, and children from the elementary school also visited the preschool. The schools hoped to further develop the partnership through continued communication and defining clearer goals for the visits between the students.
The document discusses a small town design initiative for the communities of Unionville and Sebewaing in Michigan. It mentions early transportation and settlement in the area, old schools, community beautification projects like flower planting, projects to honor veterans, a community playscape, safe water, recreation, and working together as a team to achieve great things in the two communities.
This document shares pictures from the family's year, showing various trips they took to places like Bahrain, Dubai, Egypt, Canada, and London. It includes photos from holidays, birthdays, festivals, vacations, and highlights from each season as the family spent time together, traveled, and experienced a new school year.
The document is a newsletter from Mrs. Ealy, a second grade teacher, providing parents with updates about recent and upcoming classroom activities including an ACES exercise event, an anti-bullying assembly, and details about what topics are being covered in different subjects as well as upcoming school events like a spring carnival.
This newsletter provides information about upcoming events at a children's center in July 2016. It notes that the center will be closed on July 4th and provides the dates for other July events like swimming lessons and visits from the Metro Parks. It also lists the center's closed days for 2016 and reminds parents to send a towel for swimming. The newsletter discusses a garden project and road safety study that the children have been working on. It wishes everyone a happy summer.
1) Students at a school in India read a book about trash and rag pickers that sparked questions and interest in the topic.
2) They conducted a project where they learned about the lives of rag pickers by meeting with an organization that works with them.
3) As part of the project, the students made over 3,300 paper bags and decided to ban plastic bags in their own school as a way to be the change themselves.
The document discusses a proposal to build a Shaolin temple complex in Dalyellup, Western Australia. It provides details about the potential benefits of the project, including tourism and economic activity. The 12-hectare development is proposed to include accommodation for tourists, monks and an aged care facility. Local officials express cautious support but note several issues would need to be addressed first, such as upgrades to roads and potential environmental impacts.
North Andover High School Campus Wireless Infrastructure Projectchottel
Presentation by Superintendent Christopher Hottel to the North Andover Finance Committee for the Capital Improvement Plan request for Campus Wide Wireless Infrastructure at North Andover High School.
Smit, F., Moerel, H., Wolf, K. van der & Sleegers, P. (1999) (Eds.). Building...Frederik Smit
This document reflects on lessons learned over 25 years working to promote family, community, and school partnerships. Key lessons include:
1) Looking first to teachers, as teacher support and involvement is critical for successful partnerships. Teachers need preparation and training to work with parents and communities.
2) Making partnerships official by developing written policies, as partnerships work best when they have official sanction and support from leadership.
3) Starting small with a few pilot programs before wide implementation, and focusing on activities all groups feel comfortable with initially, to build trust and success.
The kindergarteners' day begins early as they find their friends and plan activities, such as putting their presence on a map or working for a bit. They enjoy playing most of all, and after lunch head to the playground to have really great fun with their good friends. Their days seem enjoyable, and the writer asks if the reader would like to join them.
Getting Schooled — Building Your School Website in WordPressEileen Violini
This document discusses creating a school website using WordPress. It recommends determining your audience and focusing content on them. Schools have much content so the homepage should represent the whole community. Key sections include about, admissions, academics, alumni, athletics, student life, news, and philanthropy. Multisite allows organizing the site into subdomains or subdirectories for different audiences. Plugins can add functionality like forms, calendars and custom fields. Tips include joining a meetup, hiring a developer, and paying them well.
Room 13 of Willowbank School documented their cultural inquiry journey where they learned about the diverse cultures represented by the students. They explored their own cultural identities and roles in society. As a culminating project, the students created cultural tiles representing important aspects of their cultures and sewed them together into a quilt to display in the school office, celebrating the cultural diversity of Room 13.
Room 13 of Willowbank School celebrates cultural diversity. The students come from many countries and cultures. Over the course of the year, they studied different cultures and roles in society. They held cultural art activities and visited sites like a Buddhist temple. For their big idea project, the students created cultural tiles to display around the school, sewing them together into a quilt to showcase their learning about different cultures.
This document summarizes the youth initiatives of the RCE Tongyeong club in South Korea. It describes the club's activities such as drawing, mind mapping, and upcycling projects. It also discusses an international project where students visited Indonesia to learn about traditional cultures and how they could incorporate these ideas in South Korea. Specifically, the students thought to use traditional Korean cloth in making name tags for their high school. Finally, the document announces an international youth camp in 2017 focused on coexistence where students will participate in forest design, tours, meetings and upcycling projects to share ideas on global issues.
Room 13 students from many different cultural backgrounds studied various cultures and roles in society. They created cultural tiles representing important aspects of their cultures to display. The tiles included art from China, India, Maori culture and more. The students worked collaboratively to design, create and display the tiles as a cultural quilt to share their learning and celebrate their diverse classroom community.
Room 13 students explored different cultures represented in their class, including Chinese, Indian, Filipino, Samoan, and Māori cultures. They studied various jobs in society and created cultural tiles representing important aspects of their cultures. Despite challenges in obtaining materials, the students worked collaboratively to design tiles, sew them into a quilt, and display their cultural artwork for the school to see and celebrate their diversity.
Room 13 students created cultural tiles to celebrate and share the many cultures represented in their class. They designed tiles showing important aspects of their cultures, then sewed the tiles together into a quilt to display in the school. The process involved brainstorming design ideas, carefully copying designs onto material tiles, and problem-solving how to display the finished quilt. The students learned about different cultures and had fun taking their inquiry from ideas to displaying the final product.
The document discusses poverty in the Philippines and the work of the Papaya Partnership. It establishes Papaya Academy in 2003 to provide education to children in Manila instead of having them work in the city dump. It outlines various school projects aimed at livelihood, literacy, and celebrating Filipino achievements. It also discusses partnering with organizations like Gawad Kalinga to combat poverty through education, healthcare, livelihood training and housing. The International School of Manila's service learning program works with Papaya Academy and community organizations in the Philippines for long-term, sustainable community development projects.
The document describes Yasodapura Eco Village, a rural development project in Cambodia spearheaded by H.H. Bhakti Raghava Swami. The village aims to develop self-sufficient communities through organic farming, cow protection, education and spiritual practices. It has expanded over several phases from an initial 5.5 hectares to the current 108 acres, with plans to further develop agricultural lands, housing, a school and other facilities. The budget outlines costs for ongoing development and maintenance, with details on how to get involved or provide support.
The Green council plan to achieve several goals over the coming year, including renewing their Green Flag, developing their blog to include more resources, organizing a sustainability conference for local schools, and increasing community involvement through litter picks and gardening. They need the help of students, teachers, parents and the community to make these plans a success.
This document provides an overview of the Imagine India team's work in Chennai and Madurai, India from June-August 2016. It details their accommodations, local contacts, daily activities like site visits and work projects, lessons learned, and weekend trip locations. The team focused on infrastructure projects like water filters and bathroom/classroom repairs at local schools and villages. They also conducted needs assessments, pursued new partnerships, and explored additional school connections.
The document summarizes a cooperative project between two schools - Birkilundur preschool and Varmahlidarskoli elementary school - located in Skagafjordur, Iceland. The goal of the project is to increase educational continuity and the children's social skills by having regular visits between the schools. Over the course of the project, children from the preschool visited various classrooms and activities at the elementary school, and children from the elementary school also visited the preschool. The schools hoped to further develop the partnership through continued communication and defining clearer goals for the visits between the students.
The document discusses a small town design initiative for the communities of Unionville and Sebewaing in Michigan. It mentions early transportation and settlement in the area, old schools, community beautification projects like flower planting, projects to honor veterans, a community playscape, safe water, recreation, and working together as a team to achieve great things in the two communities.
This document shares pictures from the family's year, showing various trips they took to places like Bahrain, Dubai, Egypt, Canada, and London. It includes photos from holidays, birthdays, festivals, vacations, and highlights from each season as the family spent time together, traveled, and experienced a new school year.
The document is a newsletter from Mrs. Ealy, a second grade teacher, providing parents with updates about recent and upcoming classroom activities including an ACES exercise event, an anti-bullying assembly, and details about what topics are being covered in different subjects as well as upcoming school events like a spring carnival.
This newsletter provides information about upcoming events at a children's center in July 2016. It notes that the center will be closed on July 4th and provides the dates for other July events like swimming lessons and visits from the Metro Parks. It also lists the center's closed days for 2016 and reminds parents to send a towel for swimming. The newsletter discusses a garden project and road safety study that the children have been working on. It wishes everyone a happy summer.
1) Students at a school in India read a book about trash and rag pickers that sparked questions and interest in the topic.
2) They conducted a project where they learned about the lives of rag pickers by meeting with an organization that works with them.
3) As part of the project, the students made over 3,300 paper bags and decided to ban plastic bags in their own school as a way to be the change themselves.
The document discusses a proposal to build a Shaolin temple complex in Dalyellup, Western Australia. It provides details about the potential benefits of the project, including tourism and economic activity. The 12-hectare development is proposed to include accommodation for tourists, monks and an aged care facility. Local officials express cautious support but note several issues would need to be addressed first, such as upgrades to roads and potential environmental impacts.
North Andover High School Campus Wireless Infrastructure Projectchottel
Presentation by Superintendent Christopher Hottel to the North Andover Finance Committee for the Capital Improvement Plan request for Campus Wide Wireless Infrastructure at North Andover High School.
Smit, F., Moerel, H., Wolf, K. van der & Sleegers, P. (1999) (Eds.). Building...Frederik Smit
This document reflects on lessons learned over 25 years working to promote family, community, and school partnerships. Key lessons include:
1) Looking first to teachers, as teacher support and involvement is critical for successful partnerships. Teachers need preparation and training to work with parents and communities.
2) Making partnerships official by developing written policies, as partnerships work best when they have official sanction and support from leadership.
3) Starting small with a few pilot programs before wide implementation, and focusing on activities all groups feel comfortable with initially, to build trust and success.
The kindergarteners' day begins early as they find their friends and plan activities, such as putting their presence on a map or working for a bit. They enjoy playing most of all, and after lunch head to the playground to have really great fun with their good friends. Their days seem enjoyable, and the writer asks if the reader would like to join them.
Getting Schooled — Building Your School Website in WordPressEileen Violini
This document discusses creating a school website using WordPress. It recommends determining your audience and focusing content on them. Schools have much content so the homepage should represent the whole community. Key sections include about, admissions, academics, alumni, athletics, student life, news, and philanthropy. Multisite allows organizing the site into subdomains or subdirectories for different audiences. Plugins can add functionality like forms, calendars and custom fields. Tips include joining a meetup, hiring a developer, and paying them well.
Creating family friendly schools 6-9-10 with narrative 2Nys Pirc
This document outlines many ways to create a family friendly school environment, including welcoming signage at the entrance, a friendly school office, designated waiting areas, displays of student work, clean facilities, and resources for families like a family resource center, library, and cafeteria that allows families to eat together. It emphasizes the importance of clear communication, recognizing students and families, and providing opportunities for families to be involved through activities, meetings, and interactive homework assignments.
Concentration Building for Kids with Brain Training GamesRamandeep Singh
This document discusses 5 brain training exercises to help build concentration in kids: 1) Deep breathing, 2) Motor coordination drills, 3) Concentration games, 4) Playing family games, and 5) Regular communication with kids. Deep breathing involves imagining breath traveling through the body. Motor coordination includes toe wiggling, using non-dominant hands, and playing instruments. Concentration games have kids remember objects from a table. Family games like Uno and Monopoly improve problem-solving and coordination. Regular communication helps kids openly discuss problems with parents.
Second Home offers kindergarten, childbirth preparation classes, and a taxi service for families. The kindergarten teaches skills like speaking, writing, and problem solving through play-based learning. It also provides a free taxi service for enrolled children. Childbirth classes cover birthing techniques, the labor process, and new parent roles. The taxi service transports children safely for a fee, with background-checked drivers in identifiable uniforms. Overall, Second Home aims to support families with education and transportation from childhood through parenthood.
Ideas for increasing engagement between parents, teachers, and students of School District 65. Written as the capstone project for the Level 2 certification from the Engagement Alliance.
This portfolio belongs to Giovanni Garrone and contains information about himself, his skills and work samples. It includes sections about his architecture and graphic design experiences, as well as examples of his work in both fields, such as projects for the London Public Library and a kindergarten in Berlin. The portfolio is intended to showcase his background and abilities in architecture and graphic design.
Learning from the Past: Building the School of Arts Movement in Australia. An...Jane Cowell
This document summarizes the Schools of Arts movement in Australia from the 1800s onward. It describes how the movement began in Edinburgh and was founded on ideas to promote education and knowledge sharing among community members. It then provides examples of Schools of Arts and Mechanics' Institutes around Australia, detailing their aims, activities, fundraising efforts, library collections and the important role they played in communities. Records and artifacts are drawn from various archives to illustrate the rich history of these institutions.
Seven spaces of technology & school building designEwan McIntosh
If we dissect the different spaces in which digital media grabs our attention and moulds our activity, how could this affect the way we design our future school buildings?
Digital media and physical space, working in harmony, provide a
Wyoming City Schools Middle School Swing Space Update, January 28, 2013Todd Levy
This provides and update on use of swing space from the Wyoming Board of Education to the City of Wyoming, OH on the Middle School renovation/addition. Additional information will be forthcoming.
This document lists various rooms and areas found in a typical school including classrooms, specialty rooms like art and music, facilities like the library, gym, and cafeteria, as well as exterior areas such as the playground, baseball field, and parking lot.
The document provides instructions for a 5th grade project designing a new building for the school using Google SketchUp. Students are asked to:
1) Select a piece of available land on the school site using Google Earth and propose a purpose and design for the new building.
2) Use tools in Google SketchUp to create a simple 2D floor plan of the proposed building based on the dimensions of the land.
3) Build a 3D model of the proposed building in Google SketchUp using tools to add walls, floors, roof and scale figures to reveal interior spaces.
The document describes plans for the Shri Aadya Elementary School building in Gurgaon, India. The building is designed to integrate indoor and outdoor learning spaces, provide flexible multi-activity spaces, be inclusive of developmentally challenged children, and create an environmentally responsible and child-centric facility. It includes site plans, floor plans, elevations, and sections showing features like learning areas, landscaping, ramps, and sustainable design elements. The building aims to use the physical structure and spaces themselves to enhance learning.
The document discusses different types of flooring materials and construction methods. It describes the purposes of floors and factors to consider when selecting materials, such as cost, appearance, durability, moisture resistance, sound insulation and fire resistance. Various flooring materials are then outlined, including brick, flagstone, concrete, terrazzo, mosaic, tile and marble flooring. Construction techniques are provided for each type of flooring.
The document provides guidelines for creating a safe school building environment. It lists several considerations to ensure physical safety, including adequate lighting, limiting blind spots, installing alarm systems, restricting roof and grounds access, conducting background checks on employees, and removing graffiti promptly. School design standards are also outlined, such as using DepEd standard designs, prioritizing projects based on population and classroom needs, and ensuring DPWH follows specifications for complete building construction.
The Hope Orphan Pre-School Youth Group has expanded from 32 children in 2008 to 113 children currently, with their new primary school accepting its first class of 12 students. While construction of the primary school building is not fully complete, it was necessary to move the students out of the preschool. The newsletter provides updates on construction progress and introduces the new Standard 1 teacher. It also highlights the nutrition program that was started to address malnourishment in students and sponsorship of additional children by donors.
The document provides an update from Hope Orphan Pre-School Youth Group (HOPSYG) covering various activities from the end of 2013 through early 2014. Some key points:
- HOPSYG now serves 107 children total, adding 10 more over the 2013 school year.
- A successful summer camp program was run by volunteers, providing extracurricular activities and teacher training.
- 10 children completed the preschool program and were accepted to a public primary school.
- Various fundraising events were held, including a yoga fundraiser in London that raised 1,440 euros for a school nutrition program.
- Photos document end-of-year celebrations, volunteer activities, teacher training, children's
Emmanuel Kuewor and two friends founded the Ananda Marga Neohumanist Academy in Ghana in 2016 based on Neohumanist education principles. The school serves over 180 children from creche to early primary levels and aims to develop students' character, values, and academic, creative, and inquisitive skills. Due to growing demand, the school needs to expand its facilities but lacks funds to complete construction of new classrooms and pay teachers during Covid-19 closures. Donations are requested to support teachers and finish building work before classes resume in January 2021.
The Samburu Project drilled and equipped a shallow well at Sereolipi Primary School in Northern Kenya thanks to a donation from the Nimick Forbesway Foundation. This provides clean drinking water for the school's 750 students and staff, as well as community members. Students no longer have to search long distances for water and can focus on their studies instead of fetching water. The well also allows for improved sanitation, cooking, washing, farming, and decreased water-borne illness. The Samburu Project plans future projects like school gardening at Sereolipi to provide nutrition and teach sustainable farming.
A Kenyan mother's dream to establish a library at the local primary school in her childhood village has helped renew education for the children there. With support from donors, a new library classroom was constructed and equipped with books, laptop computers, and other resources. Additional funding is being sought to build nine new classrooms, install a village water well, and establish boarding facilities to make the school more sustainable and able to serve students from outside the local area.
Let's Build a Library in Uganda!
A little bit of context.
St Peters Musheyija is one of the many public primary schools in Uganda which has continued to suffer from perennial neglect. Though it has consistently produced some of the top students in the region, the school lacks a library that matches its compliments.
We firmly believe that the 21st century belongs to Africa, to the growth and development of the many countries in this continent. To enable and help with such growth and development, there is an urgent need for the promotion of better education for the Africa youth, both NOW, and in the years to come.
The document summarizes a school renovation project in Malawi. It thanks donors for contributing £415 and explains how the additional funds allowed for improvements beyond the building, such as paying a teacher's wage. It then details the renovations made, which included painting, adding windows, ceilings, furniture, and signs. The project updated the former chicken coop to better serve as a school and community center. Several local workers helped with construction and crafting additions. The summary provides an overview of the project's goals, key renovations, and positive impact for the local community.
This document summarizes community engagement events hosted by the Noordgesig Community Empowerment Project (NCEP) between September and October 2020. It outlines donations and support provided to local schools, community organizations, and small businesses. Key events included unveiling community art murals, providing exam preparation support to grade 12 students, and hosting discussions with community leaders and educators to foster collaboration. The goal was to uplift the Noordgesig, Westbury and Coronationville areas through local partnerships and initiatives in education, arts, and small business.
IoW conference Somos lo que celebramos Lisa Stevens
Lisa Stevens' presentation from Isle of Wight conference 2007 on the eTwinning project her school, Whitehouse Common Primary School, conducted with Colegio Público César Hurtado Delicado.
This newsletter summarizes the events of the first semester at Green School and looks ahead to the second semester. It reflects on the learning experiences in each division and thanks the community for their support. It also announces upcoming events at Kul Kul Farm and shares reflections from the GSPA on their first semester of operation.
The document summarizes updates from a mentoring program (K-MEP) in Nairobi, Kenya. It discusses that the program, run by a sponsored university graduate Moses, has seven students participating in a pilot with seven business leader mentors. Several students have already obtained work experience through the program. The document also provides an update on 87 sponsored secondary students and their first term school reports, including a record number receiving A grades. It concludes with an update on developments at the organization's farm in Kenya.
The document summarizes the history and activities of Roslin Orphanage in West Timor, Indonesia. It was started in 1999 to care for abandoned babies. Over the years it has expanded to provide education, clean water, libraries, and vocational training to children and the local community. Current projects include building a storage room, opening a banana farm, and becoming self-sufficient in food through rice farming and animal breeding.
Muriel Thomson provides an update on her charity work in India. A major setback was that the roof of the St. Joseph Centre needed replacing due to water damage. Her star student, Hebciba, continues to get excellent grades in school. School fees were increased to fund a new extension at Montfort School, which will provide more classrooms and an auditorium. Muriel also discusses supporting college students, annual visits to an HIV home for children, children's activities and treats, medical volunteers, and ensuring a child was able to return home. She requests donations for expenses like school uniforms, rice, and eyeglasses.
Givology's inaugural partners exchange and reception, where our field partners shared their trials and tribulations, general management and field experiences and what they have done with Givology thus far
Geering Up is a non-profit organization run by UBC students that provides science, engineering, and technology camps and workshops for children and youth in British Columbia. In 2015, they reached over 8,750 kids through summer camps and workshops. They also expanded their programming, launching satellite camps in Kelowna and piloting new computer science camps. They continue to focus on increasing access to STEM for underrepresented groups through initiatives like Girls Only camps and outreach to Aboriginal communities. Looking ahead, Geering Up plans to hire their first full-time staff member to support continued growth.
Geering Up is a non-profit organization run by UBC students that provides STEM education to children and youth across British Columbia through hands-on camps, workshops, and after-school clubs. In 2015, they reached over 8,750 kids through camps and 6,150 through workshops. New initiatives included expanding programs to UBC's Okanagan campus, two computer science camps, and outreach to three Aboriginal communities. The organization aims to inspire interest in STEM fields and support underrepresented groups like girls and indigenous youth.
Environmental sustainability at glen katherine psChris Weedon
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4. Kacey Klonsky with the children in Papua New Guinea The video you just watched was produced by Media4Good & one of our volunteers Kacey Klonsky. Media4Good create cool bits for NGOs!
5. What we’ve achieved together so far Breakthrough # 1 - Permission granted by Papua New Guinea Government for Youth Interactive School. This flagship school for the Kondipi community will be the first in Papua New Guinea to provide computer skill sets to children grade 1-6 and will benefit 600 children who currently do not have a school in their village. Breakthrough # 2 - The Papua New Guinea government agreed to provide 11 teachers, books, educational material and all ongoing maintenance costs - starting Feb 2011. Breakthrough # 3 - We also have government approval for electricity to be provided to the school and the Kondipi village as a whole. This is a landmark, it will positively change the lives of 4,000 + children and families by bringing electricity to their homes and the tribes villages. The realization of a lifetime dream for this community for the first time ever. Breakthrough # 4 - Over a hundred supporters joined our Facebook page, 96 joined us on Causes and on Causes alone we’ve raised $425. Every little really does count!
6. And now the next breakthrough (as simple as it sounds)is a road!
7. “The Kondipi Community in anticipation of the Kondipi Primary School development, the Kondipi community volunteer efforts have been so enormous. The Community have smoothen up the access road to Kondipi Village and all the way to Alkena Station (which remember is where we got stuck during one of the nights trips we made looking for the generator). They have further carried gravel in their bilums from Kaguel River and graveled the access road and its in a much better condition than the time we drove. Further, they have built one new bush material classroom, completed the double classroom, and are constructing one teacher's bush hut, and rest bush materials are collected built another teacher's house and a classroom.” News emailed from John Senior – our partner on the ground at Kondipi
8. The Kondipi communities have laboured again to smoothen up access to the road in preparation for the construction of Kondipi Primary School. Electricity grid lines to run along to power up Kondipi Elementary School and villages. A much improved road from the last year 2010 trip to Kondipi.
9. Further down Kondipi villages to Alkena Station. The gravels are carried from Kaguel Riverin the string bags and patched them on the drive way. Only using manual labour. The road right at Kondipi Village and along the Kondipi Primary School.
11. A new teacher’s bush hut is under construction at Kondipi school grounds. The gum tree we have planted at Kondipi school grounds in our project partnership has grown along with the project.
12. A new blind is weaved for another bush material classroom at Kondipi school grounds. A new bush classroom is built for the Kondipi Elementary school for school year 2011. Three teachers have been allocated and eighty students have enrolled for the first school year!
13. We’ll be keeping you updated. Visit our Flickr page to see more photos from Papua New Guinea and of our other projects including Jamaica and India. A HUGE thank you to all who have supported the project so far! Photo by professional photographer Jane Klonsky
14. If you haven’t already.. please show some love ;) , support the cause, donate if you wish and get involved www.facebook.com/youthinteractive
15. This simple update was lovingly created by a volunteer on Saturday 26th February 2011. It took 65 minutes, one cup of tea and a cookie but the reward is priceless. Jane Klonsky giving photography lessons in the Youth Interactive Jamaica school Stefania Zaccari, Event Planner Mika Skromak, Graphic Designer Interested in becoming part of our tribe? Contact ng@media4good.org