This document provides an overview of a dialogue-to-change program aimed at addressing food and health disparities in New York City. The summary discusses:
1) The program brings together diverse stakeholders over multiple sessions to discuss issues related to building a healthy food system for all New Yorkers.
2) The first session focuses on participants sharing their perspectives and visions for a healthy food system. Subsequent sessions explore root causes of food/health gaps and approaches to creating change.
3) The goal is to build relationships and networks across differences to find collaborative solutions through respectful dialogue.
This is a summary of findings from the Strong Starts for Children Policy Forum in Santa Fe, N.M., on Jan. 24, 2011. Some 150 parents, neighbors, child advocates and policymakers met for a policy forum in New Mexico to celebrate the work of the five Strong Starts programs and to work through the pros and cons of policy options for improving the lives of New Mexico’s youngest children.
Please use the points in this report when you to talk to each other, to early childhood advocates, and to your policymakers about what New Mexicans want in order to ensure bright futures for their children.
Subtitled "What can we do to make and keep our community healthy, strong, and vibrant", this 4-session guide was developed as a collaboration between The Coalition for Healthier Cities and Communities and Everyday Democracy. The term “healthy community” can mean many things to many people: jobs, schools, clean water and air, basic health services, recreation, celebrations.
One Nation, Many Beliefs: Talking About Religion in a Diverse DemocracyEveryday Democracy
This document is a discussion guide for facilitating conversations about religion in a diverse democracy. It provides an introduction that explains the importance of discussing the role of religion in society given increasing diversity and tensions. The guide is divided into 5 sessions that are designed to:
1) Build relationships between participants
2) Develop a shared vision for a religiously diverse community
3) Explore the challenges and tensions surrounding religion
4) Identify solutions and areas for improvement
5) Develop an action plan for positive change
Each session includes goals, discussion questions, and tips for facilitators to help participants have an open and respectful dialogue on this complex issue.
After using dialogue to address poverty and build prosperity, residents of the rural town of Wagner, S.D., realized that there was something holding them back from making real progress: they needed to address the long history of racial inequity and tensions between the white people living in the town and the American Indians living nearby.
Building Prosperity for All is for people in rural communities and small towns who are working to move from poverty to prosperity. This resource was designed to benefit communities that participated in dialogue-to-change programs using the guide, Thriving Communities: Working Together to Move From Poverty to Prosperity for All. However, no prior experience with Thriving Communities is necessary to get involved.
This guide is an agenda for communities that want to reach out to neighboring communities and regional or statewide groups to identify ways to work together to continue to make progress on moving from poverty to prosperity.
The document discusses the results of community listening sessions conducted by United Way of Brazoria County in 2015-2016. Key themes that emerged from the sessions included: a desire for a thriving community with safety, education, and employment opportunities; the importance of inclusion, involvement, and diversity; concerns about the effects of poverty exacerbated by rapid population growth; and a need for better connection and collaboration between community organizations and residents. The report aims to inform officials and organizations about community needs and priorities to guide future efforts.
This in-depth report measures citizen engagement in the constitution state in voting, volunteerism and community involvement in the state of Connecticut.
A coalition of groups — including the Secretary of the State, Everyday Democracy, the National Conference on Citizenship and DataHaven — launched the 2016 Civic Health Index Report today. The survey evaluates the depth of citizen engagement through a variety of indicators such as voting, volunteering and other forms of community involvement.
Download the report at: http://everyday-democracy.org/resources/2016-connecticut-civic-health-index
Beyond Civility: From Public Engagement to Problem SolvingEveryday Democracy
This document provides guidance for city leaders on promoting democratic governance and civic engagement. It outlines seven principles for building a culture of democratic governance: 1) Modeling civility, 2) Sharpening skills, 3) Creating opportunities for informed engagement, 4) Supporting a culture of community involvement, 5) Making the most of technology, 6) Including everybody, and 7) Making engagement last. The document discusses each principle and provides examples of how cities have implemented them. The overall aim is to engage residents in constructive discussions and problem-solving to address community challenges.
This is a summary of findings from the Strong Starts for Children Policy Forum in Santa Fe, N.M., on Jan. 24, 2011. Some 150 parents, neighbors, child advocates and policymakers met for a policy forum in New Mexico to celebrate the work of the five Strong Starts programs and to work through the pros and cons of policy options for improving the lives of New Mexico’s youngest children.
Please use the points in this report when you to talk to each other, to early childhood advocates, and to your policymakers about what New Mexicans want in order to ensure bright futures for their children.
Subtitled "What can we do to make and keep our community healthy, strong, and vibrant", this 4-session guide was developed as a collaboration between The Coalition for Healthier Cities and Communities and Everyday Democracy. The term “healthy community” can mean many things to many people: jobs, schools, clean water and air, basic health services, recreation, celebrations.
One Nation, Many Beliefs: Talking About Religion in a Diverse DemocracyEveryday Democracy
This document is a discussion guide for facilitating conversations about religion in a diverse democracy. It provides an introduction that explains the importance of discussing the role of religion in society given increasing diversity and tensions. The guide is divided into 5 sessions that are designed to:
1) Build relationships between participants
2) Develop a shared vision for a religiously diverse community
3) Explore the challenges and tensions surrounding religion
4) Identify solutions and areas for improvement
5) Develop an action plan for positive change
Each session includes goals, discussion questions, and tips for facilitators to help participants have an open and respectful dialogue on this complex issue.
After using dialogue to address poverty and build prosperity, residents of the rural town of Wagner, S.D., realized that there was something holding them back from making real progress: they needed to address the long history of racial inequity and tensions between the white people living in the town and the American Indians living nearby.
Building Prosperity for All is for people in rural communities and small towns who are working to move from poverty to prosperity. This resource was designed to benefit communities that participated in dialogue-to-change programs using the guide, Thriving Communities: Working Together to Move From Poverty to Prosperity for All. However, no prior experience with Thriving Communities is necessary to get involved.
This guide is an agenda for communities that want to reach out to neighboring communities and regional or statewide groups to identify ways to work together to continue to make progress on moving from poverty to prosperity.
The document discusses the results of community listening sessions conducted by United Way of Brazoria County in 2015-2016. Key themes that emerged from the sessions included: a desire for a thriving community with safety, education, and employment opportunities; the importance of inclusion, involvement, and diversity; concerns about the effects of poverty exacerbated by rapid population growth; and a need for better connection and collaboration between community organizations and residents. The report aims to inform officials and organizations about community needs and priorities to guide future efforts.
This in-depth report measures citizen engagement in the constitution state in voting, volunteerism and community involvement in the state of Connecticut.
A coalition of groups — including the Secretary of the State, Everyday Democracy, the National Conference on Citizenship and DataHaven — launched the 2016 Civic Health Index Report today. The survey evaluates the depth of citizen engagement through a variety of indicators such as voting, volunteering and other forms of community involvement.
Download the report at: http://everyday-democracy.org/resources/2016-connecticut-civic-health-index
Beyond Civility: From Public Engagement to Problem SolvingEveryday Democracy
This document provides guidance for city leaders on promoting democratic governance and civic engagement. It outlines seven principles for building a culture of democratic governance: 1) Modeling civility, 2) Sharpening skills, 3) Creating opportunities for informed engagement, 4) Supporting a culture of community involvement, 5) Making the most of technology, 6) Including everybody, and 7) Making engagement last. The document discusses each principle and provides examples of how cities have implemented them. The overall aim is to engage residents in constructive discussions and problem-solving to address community challenges.
Equity Matters: Multicultural Engagement in the Public Sector: Solutions and ...Metropolitan Group
This document summarizes key points from a speech about the importance of multicultural engagement in the public sector. The three main points are:
1) Multicultural engagement matters because it helps fulfill the social contract by ensuring fair representation and opportunity for all. This allows the public sector to solve problems through shared responsibility.
2) The approach to multicultural engagement matters. Effective approaches understand cultural contexts, build relationships, and tailor engagement strategies to different communities.
3) Culture matters in how public services are delivered. Understanding cultural norms and perspectives helps ensure programs and services are relevant and accessible to diverse communities. Authentic engagement allows new solutions to emerge.
2011 University of Cincinnati Ohio Campus Compact VISTA ReportOhio Campus Compact
Fran Larkin has served for two years with AmeriCorps, including one year at an underperforming urban school. As an AmeriCorps VISTA through the University of Cincinnati's Center for Community Engagement, her role is to alleviate poverty through partnerships and initiatives focused on education, college access, and homelessness. Drawing on her experience working in a low-income school, Fran believes exposing volunteers to the challenges of poverty can motivate them to address its root causes.
Leveraging Community Talents and Voices to Fight Food Insecurity WorkshopBonner Foundation
The document summarizes the work of Funke Aderonmu as a Congressional Hunger Fellow placed at DC Greens and RESULTS Educational Fund. It describes how DC Greens launched a Community Advocates program to engage local residents with lived experience of food insecurity in advocacy and policy work. Through training and engagement at the local level, Community Advocates helped secure funding for food assistance programs and influenced DC food policy. The document encourages readers to consider how similar community advocacy models could be applied to other issues, and invites participation in the anti-poverty advocacy organization RESULTS.
The public relations plan aims to increase publicity and donations for the Hudson Valley LGBTQ Community Center from September to December 2013. The center provides resources and programming for the LGBTQ community but lacks publicity. The plan's goals are to publicize the center through press releases and student outreach, raise awareness of its history, mission, and events, and provide information on volunteering and donating opportunities. Presentations at local colleges could engage students and spread information through pamphlets. Increasing publicity and student involvement could help the center gain more support and complete its mission of advocating for the LGBTQ community.
Profiles of communities addressing community-police relationsEveryday Democracy
In Hopkinsville, Kentucky, community dialogues were held to address concerns of racial profiling and the disproportionate incarceration of people of color. As a result, the police chief and sheriff signed an agreement supporting recommendations, and networks were established between police and neighborhoods. In New York City, tensions arose from police shootings, leading a minister to form partnerships to hold dialogues between community members and police to strengthen relationships and address racial profiling. In Stratford, Connecticut, community-wide dialogues on racism were launched following the arrest of two African Americans, and action teams were established to make changes to policing, education, and leadership to increase diversity and prevent youth from entering the justice system.
The document provides information about the upcoming 100th Assembly of the American Ethical Union to be held June 25-28, 2015 in Stamford, Connecticut. The Assembly will focus on creating a more sustainable future and will feature experts on social, environmental, and economic sustainability. Attendees will be able to meet with leaders of Ethical Societies and participate in a pre-conference project with an immigrant assistance organization. Special guests will include the founder of Idealist and a keynote speaker on climate change activism. The document encourages members to register and celebrate the 100th Assembly together.
The presentation covered homelessness from several perspectives. Charisma provided basic research on the issue and its importance given Toronto's growing population. Shanshan analyzed the root causes such as economic recession, lack of affordable housing, and addiction. She also discussed effects on society like increased government costs and crime. May and Jay proposed social actions like volunteering or donating to Covenant House Toronto, which provides services to homeless youth. They also mentioned Five Days for the Homeless, a campaign where students live homeless to raise awareness and funds.
The Mid-South Peace and Justice Center (MSPJC) facilitated various trainings and workshops over the past year to build skills in areas like screen printing, organizing, and know-your-rights. They collaborated with multiple community organizations on initiatives addressing issues like homelessness, criminal justice reform, sexual assault, and public transportation access. MSPJC also conducted outreach and provided resources to engage residents on priorities in their neighborhoods.
This document provides an introduction and overview of the report "Vital Difference: The Role of Race in Building Community". The report was created through a collaboration between the Center for Reflective Community Practice at MIT and five community organizations. It examines how race plays a role in building inclusive communities and democratic participation. The report acknowledges that practitioner knowledge from communities facing injustice and inequality is essential for understanding and addressing social problems. It also recognizes that ignoring issues of race has hindered efforts to create a more just and equitable society.
The purpose of this paper is to point out the unique features and outcomes of the Dane County Long Term Support System, to clearly identify and explain the cause-and-effect dynamics which underlie Dane's success, and to raise important questions to be addressed by key stakeholders and the State of Wisconsin during the period leading up to Dane's Transition to Family Care and IRIS in 2018.
BHM Social Impact Report - incorporating BHM 2nd reviewLeon Delpech
This document provides background information on Big Help Mob (BHM), an organization that coordinates short-term volunteer missions for young people to address community issues. It summarizes research on the benefits of volunteering for young people, including increased well-being, skills, and social connections. The evaluation aimed to measure the social impact of BHM on volunteers. It found that volunteering with BHM leads to personal benefits for most volunteers like feeling useful and meeting new people. It also leads to positive life changes like increased volunteering, new perspectives, and inspiration to make career or education changes for many volunteers. Key factors contributing to these impacts are the social network of volunteers, accessible volunteer opportunities, and exposure to new communities.
The Philadelphia Corporation for Aging (PCA) provides various services to support seniors including protective services, senior centers, caregiver support, and housing resources. PCA's mission is to improve quality of life for older Philadelphians by assisting them in achieving health, independence, and productivity. The organization receives funding from various government and private sources. PCA serves a culturally diverse low-income senior population in Philadelphia and aims to maintain cultural competence while providing services. Services also help seniors address issues like death, grief, and legal/financial matters.
Recentering Democracy Around Citizens Multimedia ReportMatt Leighninger
How might we redesign local democracy around the day-to-day goals and concerns of citizens? A set of leaders in civic engagement, including representatives of national associations that represent local officials, school systems, funders, and other leaders, met in early 2010 to compare notes on their work in communities and discuss possibilities for innovation. This report describes their discussion and recommendations.
Volunteerism is a powerful force for development and capacity building globally. Millions of people volunteer every day across many sectors such as health, construction, social services, and more. The common factor among volunteers is a commitment to the public good and working for the benefit of others rather than just themselves. Volunteerism has untapped potential and can help achieve development goals through grassroots participation and empowerment. Some motivations for volunteering include spiritual fulfillment, learning new skills, gaining life experiences, and improving mental well-being. The story of volunteerism in the Philippines highlights successful conversion of former military bases into economic zones through local volunteer efforts.
The document discusses bridging the inequality gap between the rich and poor in Central America and the Caribbean. It describes an organization called Service For Peace that involves students in voluntary service programs to increase international cooperation and reduce poverty. The programs are designed to improve education and provide leadership training to address both political and economic inequality.
Volunteerism is an important tool for nation building according to the document. Civil society organizations operate independently of the government and private sector to serve shared interests and values of their members. They aim to make demands on the government, provide alternative services, and help their members through self-help. Volunteer programs established by the National Government Agencies and Local Government Units aim to build partnerships, create awareness of social issues, and provide opportunities for citizens to contribute their skills, interests, and resources. Volunteerism encourages inclusive and effective development by making the government more accountable and expressing human relationships. It forms the backbone of many organizations by driving citizens to get involved. The document emphasizes that "more hands are better than one" in achieving social goals
Grit the skills for success and how they are growni4ppis
The document discusses the importance of developing social, emotional, and motivational skills in education. It argues that the current education system focuses too heavily on academic skills and standardized testing, neglecting skills like creativity, collaboration, resilience, and grit that are valuable for students' well-being and future success. Research shows these "non-cognitive" skills can be developed through education and are highly valued by employers. The document examines frameworks for understanding these skills and innovative projects aimed at cultivating them in students.
This document proposes empowering youth civic engagement in Indianapolis by treating youth as stakeholders capable of impacting the community. It analyzes approaches to youth civic engagement and recommends an empowerment-based approach. The document concludes by introducing a program modeled after the recommendations to empower middle school youth through a community-based entrepreneurship curriculum.
This document calls for a new cultural policy and investment in the arts in America to promote social cohesion, freedom of expression, and economic revitalization. It argues that culture is important to our national identity and can drive economic growth. The framework proposes 5 concepts: 1) using creativity for the common good by partnering artists and cultural organizations with all sectors; 2) engaging all Americans in cultural life; 3) preserving cultural heritage and memory in communities; 4) creating public service jobs for artists; and 5) supporting free expression and public media. Implementing these principles could align culture with public purpose and recovery in the way the New Deal's WPA program did in the 1930s.
The newsletter provides information on diversity and inclusion events at Michigan State University (MSU) in January. It features the United Brody Black Caucus, which actively promotes social justice issues affecting the black community. The newsletter also discusses Native American Heritage Month events from the North American Indigenous Student Organization and tips for being a good social justice ally. It lists upcoming January events focusing on civil rights, failure, racial justice, Martin Luther King Jr., diversity careers, LGBT identities, and inequality. The newsletter provides information on services from the Residence Halls Association to support diversity organizations.
Creating healthy neighborhoods through action and policy changeEveryday Democracy
New York City residents are taking action to address concerns about food and health disparities. Four action teams are connecting residents with elected officials and local businesses, educating the public about the Farm Bill, and developing incentives for people to make healthy food choices.
Activity for Incorporating a Racial Equity Lens in FacilitationEveryday Democracy
This exercise is designed to help you have a conversation about how your community’s racial dynamics may be impacting your work as dialogue facilitators. It will also help you to think about how to work together as a team more equitably during this phase of the process.
Equity Matters: Multicultural Engagement in the Public Sector: Solutions and ...Metropolitan Group
This document summarizes key points from a speech about the importance of multicultural engagement in the public sector. The three main points are:
1) Multicultural engagement matters because it helps fulfill the social contract by ensuring fair representation and opportunity for all. This allows the public sector to solve problems through shared responsibility.
2) The approach to multicultural engagement matters. Effective approaches understand cultural contexts, build relationships, and tailor engagement strategies to different communities.
3) Culture matters in how public services are delivered. Understanding cultural norms and perspectives helps ensure programs and services are relevant and accessible to diverse communities. Authentic engagement allows new solutions to emerge.
2011 University of Cincinnati Ohio Campus Compact VISTA ReportOhio Campus Compact
Fran Larkin has served for two years with AmeriCorps, including one year at an underperforming urban school. As an AmeriCorps VISTA through the University of Cincinnati's Center for Community Engagement, her role is to alleviate poverty through partnerships and initiatives focused on education, college access, and homelessness. Drawing on her experience working in a low-income school, Fran believes exposing volunteers to the challenges of poverty can motivate them to address its root causes.
Leveraging Community Talents and Voices to Fight Food Insecurity WorkshopBonner Foundation
The document summarizes the work of Funke Aderonmu as a Congressional Hunger Fellow placed at DC Greens and RESULTS Educational Fund. It describes how DC Greens launched a Community Advocates program to engage local residents with lived experience of food insecurity in advocacy and policy work. Through training and engagement at the local level, Community Advocates helped secure funding for food assistance programs and influenced DC food policy. The document encourages readers to consider how similar community advocacy models could be applied to other issues, and invites participation in the anti-poverty advocacy organization RESULTS.
The public relations plan aims to increase publicity and donations for the Hudson Valley LGBTQ Community Center from September to December 2013. The center provides resources and programming for the LGBTQ community but lacks publicity. The plan's goals are to publicize the center through press releases and student outreach, raise awareness of its history, mission, and events, and provide information on volunteering and donating opportunities. Presentations at local colleges could engage students and spread information through pamphlets. Increasing publicity and student involvement could help the center gain more support and complete its mission of advocating for the LGBTQ community.
Profiles of communities addressing community-police relationsEveryday Democracy
In Hopkinsville, Kentucky, community dialogues were held to address concerns of racial profiling and the disproportionate incarceration of people of color. As a result, the police chief and sheriff signed an agreement supporting recommendations, and networks were established between police and neighborhoods. In New York City, tensions arose from police shootings, leading a minister to form partnerships to hold dialogues between community members and police to strengthen relationships and address racial profiling. In Stratford, Connecticut, community-wide dialogues on racism were launched following the arrest of two African Americans, and action teams were established to make changes to policing, education, and leadership to increase diversity and prevent youth from entering the justice system.
The document provides information about the upcoming 100th Assembly of the American Ethical Union to be held June 25-28, 2015 in Stamford, Connecticut. The Assembly will focus on creating a more sustainable future and will feature experts on social, environmental, and economic sustainability. Attendees will be able to meet with leaders of Ethical Societies and participate in a pre-conference project with an immigrant assistance organization. Special guests will include the founder of Idealist and a keynote speaker on climate change activism. The document encourages members to register and celebrate the 100th Assembly together.
The presentation covered homelessness from several perspectives. Charisma provided basic research on the issue and its importance given Toronto's growing population. Shanshan analyzed the root causes such as economic recession, lack of affordable housing, and addiction. She also discussed effects on society like increased government costs and crime. May and Jay proposed social actions like volunteering or donating to Covenant House Toronto, which provides services to homeless youth. They also mentioned Five Days for the Homeless, a campaign where students live homeless to raise awareness and funds.
The Mid-South Peace and Justice Center (MSPJC) facilitated various trainings and workshops over the past year to build skills in areas like screen printing, organizing, and know-your-rights. They collaborated with multiple community organizations on initiatives addressing issues like homelessness, criminal justice reform, sexual assault, and public transportation access. MSPJC also conducted outreach and provided resources to engage residents on priorities in their neighborhoods.
This document provides an introduction and overview of the report "Vital Difference: The Role of Race in Building Community". The report was created through a collaboration between the Center for Reflective Community Practice at MIT and five community organizations. It examines how race plays a role in building inclusive communities and democratic participation. The report acknowledges that practitioner knowledge from communities facing injustice and inequality is essential for understanding and addressing social problems. It also recognizes that ignoring issues of race has hindered efforts to create a more just and equitable society.
The purpose of this paper is to point out the unique features and outcomes of the Dane County Long Term Support System, to clearly identify and explain the cause-and-effect dynamics which underlie Dane's success, and to raise important questions to be addressed by key stakeholders and the State of Wisconsin during the period leading up to Dane's Transition to Family Care and IRIS in 2018.
BHM Social Impact Report - incorporating BHM 2nd reviewLeon Delpech
This document provides background information on Big Help Mob (BHM), an organization that coordinates short-term volunteer missions for young people to address community issues. It summarizes research on the benefits of volunteering for young people, including increased well-being, skills, and social connections. The evaluation aimed to measure the social impact of BHM on volunteers. It found that volunteering with BHM leads to personal benefits for most volunteers like feeling useful and meeting new people. It also leads to positive life changes like increased volunteering, new perspectives, and inspiration to make career or education changes for many volunteers. Key factors contributing to these impacts are the social network of volunteers, accessible volunteer opportunities, and exposure to new communities.
The Philadelphia Corporation for Aging (PCA) provides various services to support seniors including protective services, senior centers, caregiver support, and housing resources. PCA's mission is to improve quality of life for older Philadelphians by assisting them in achieving health, independence, and productivity. The organization receives funding from various government and private sources. PCA serves a culturally diverse low-income senior population in Philadelphia and aims to maintain cultural competence while providing services. Services also help seniors address issues like death, grief, and legal/financial matters.
Recentering Democracy Around Citizens Multimedia ReportMatt Leighninger
How might we redesign local democracy around the day-to-day goals and concerns of citizens? A set of leaders in civic engagement, including representatives of national associations that represent local officials, school systems, funders, and other leaders, met in early 2010 to compare notes on their work in communities and discuss possibilities for innovation. This report describes their discussion and recommendations.
Volunteerism is a powerful force for development and capacity building globally. Millions of people volunteer every day across many sectors such as health, construction, social services, and more. The common factor among volunteers is a commitment to the public good and working for the benefit of others rather than just themselves. Volunteerism has untapped potential and can help achieve development goals through grassroots participation and empowerment. Some motivations for volunteering include spiritual fulfillment, learning new skills, gaining life experiences, and improving mental well-being. The story of volunteerism in the Philippines highlights successful conversion of former military bases into economic zones through local volunteer efforts.
The document discusses bridging the inequality gap between the rich and poor in Central America and the Caribbean. It describes an organization called Service For Peace that involves students in voluntary service programs to increase international cooperation and reduce poverty. The programs are designed to improve education and provide leadership training to address both political and economic inequality.
Volunteerism is an important tool for nation building according to the document. Civil society organizations operate independently of the government and private sector to serve shared interests and values of their members. They aim to make demands on the government, provide alternative services, and help their members through self-help. Volunteer programs established by the National Government Agencies and Local Government Units aim to build partnerships, create awareness of social issues, and provide opportunities for citizens to contribute their skills, interests, and resources. Volunteerism encourages inclusive and effective development by making the government more accountable and expressing human relationships. It forms the backbone of many organizations by driving citizens to get involved. The document emphasizes that "more hands are better than one" in achieving social goals
Grit the skills for success and how they are growni4ppis
The document discusses the importance of developing social, emotional, and motivational skills in education. It argues that the current education system focuses too heavily on academic skills and standardized testing, neglecting skills like creativity, collaboration, resilience, and grit that are valuable for students' well-being and future success. Research shows these "non-cognitive" skills can be developed through education and are highly valued by employers. The document examines frameworks for understanding these skills and innovative projects aimed at cultivating them in students.
This document proposes empowering youth civic engagement in Indianapolis by treating youth as stakeholders capable of impacting the community. It analyzes approaches to youth civic engagement and recommends an empowerment-based approach. The document concludes by introducing a program modeled after the recommendations to empower middle school youth through a community-based entrepreneurship curriculum.
This document calls for a new cultural policy and investment in the arts in America to promote social cohesion, freedom of expression, and economic revitalization. It argues that culture is important to our national identity and can drive economic growth. The framework proposes 5 concepts: 1) using creativity for the common good by partnering artists and cultural organizations with all sectors; 2) engaging all Americans in cultural life; 3) preserving cultural heritage and memory in communities; 4) creating public service jobs for artists; and 5) supporting free expression and public media. Implementing these principles could align culture with public purpose and recovery in the way the New Deal's WPA program did in the 1930s.
The newsletter provides information on diversity and inclusion events at Michigan State University (MSU) in January. It features the United Brody Black Caucus, which actively promotes social justice issues affecting the black community. The newsletter also discusses Native American Heritage Month events from the North American Indigenous Student Organization and tips for being a good social justice ally. It lists upcoming January events focusing on civil rights, failure, racial justice, Martin Luther King Jr., diversity careers, LGBT identities, and inequality. The newsletter provides information on services from the Residence Halls Association to support diversity organizations.
Creating healthy neighborhoods through action and policy changeEveryday Democracy
New York City residents are taking action to address concerns about food and health disparities. Four action teams are connecting residents with elected officials and local businesses, educating the public about the Farm Bill, and developing incentives for people to make healthy food choices.
Activity for Incorporating a Racial Equity Lens in FacilitationEveryday Democracy
This exercise is designed to help you have a conversation about how your community’s racial dynamics may be impacting your work as dialogue facilitators. It will also help you to think about how to work together as a team more equitably during this phase of the process.
Download the lesson plan here: http://everyday-democracy.org/resources/civic-engagement-lesson-plan-parts-1-and-2
Lesson Plan 1 is an introduction to "civic health" and its connection to "great citizenship." It helps students learn about how ordinary citizens in Connecticut participate in the public arena by volunteering, voting, donating, working with neighbors and public officials, learning about and engaging on issues, attending public events and hearings, etc. They also get to reflect on what are some of the attributes of "great citizenship," examine their own communities and civic health in Connecticut, and understand the importance of civic participation for making communities and our society better for all.
Lesson Plan 2 is an introduction to Chapter 3 in Eric Liu's book "The Gardens of Democracy," which discusses the attributes and value of "great citizenship" for our society and democracy. Students will be able to reflect on and model "great citizenship" in their schools, neighborhoods, and pubic life. By allowing students to explore their connections to others at their schools and communities and adopting a different way of thinking about collective responsibility, this learning can be transformative and imbued with civic agency.
This document summarizes 12 sources that examine the relationship between agricultural commercialization, food security, and nutrition in the uplands of Laos. It identifies 24 key findings from the literature around how commercialization is transforming livelihoods and impacting different groups. The findings note that commercialization benefits some households but harms the most vulnerable with little land; access to land and forest foods is declining; and food security increasingly depends on wage labor, global markets, and ability to cope with risks like debt.
Our goal in a dialogue circle is to better understand the issue and each other. We will look at different viewpoints and encourage a wide range of perspectives; we don’t have to agree. How we talk to one another is as important as what we say. This chart will help you understand how the process of dialogue differs from debate.
As you approach a large community-change initiative, pay attention to racial dynamics. Consider the following examples. Talk about how you might prevent or correct these situations.
This activity helps participants delve deeper in analyzing racism and start to learn how to use a structural racism lens. Many times, actions are focused on changing the personal beliefs without looking at the practices and procedures that contribute to the issue. Through this activity, participants will have the opportunity to break down the issue of racism at a structural level so that the group can come up with realistic action ideas for change.
Step Forward, Step Back Organizational Identity ActivityEveryday Democracy
This activity shows some of the advantages and disadvantages related to organizational power and privilege. The activity is used to show how long-term accumulation of advantages based on organizational privilege can produce gaps among groups and create inequities in the communities we hope to serve. We will see visually how our positions within the organizations we work have privileged us, some perhaps more than others. The central question at the end is, what does our positioning reveal and how may we use this understanding to close these gaps?
This document discusses polynomials. It defines key terms like monomial, polynomial, binomial, and trinomial. It explains how to determine the degree of a polynomial, classify polynomials by degree and number of terms, and write polynomials in standard form. It also provides examples of how to add and subtract polynomials by lining them up and combining like terms.
Eleventh lecture for my students in English 140, UC Santa Barbara, Summer 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/su12/index.html
Math MSA Determine a point from an Equationapplepi
The document provides instructions for finding the unit rate of relationships between two quantities and writing equations to represent those relationships. It gives examples of finding the unit rate for costs of t-shirts, video games rentals, and sugar in glasses of soda. It then explains that to find a point on a line represented by an equation, you substitute a value for the variable and solve for the other variable. Examples are given of determining the point for equations relating hats and costs, distance and time, temperature and hours, and barbie doll height and years.
Lecture 13 - “Endless quantities of the Real”Patrick Mooney
Thirteenth lecture for my students in English 165EW, "Life After the End of the World," winter 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/w13/
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/w13/
The document provides steps for factoring trinomial expressions:
1. Look for a common monomial to factor out of both terms.
2. Identify if there are squares present and factor accordingly using the difference of squares formula.
3. To factor trinomials with a leading coefficient of 1, find two numbers whose product is the last term and sum is the coefficient of the middle term.
Web Design for Literary Theorists III: Machines Read, Too (just not well) (v ...Patrick Mooney
Third (and last) in a series of workshops for graduate students in the Department of English at UC Santa Barbara.
More information: http://patrickbrianmooney.nfshost.com/~patrick/ta/lead-ta/web-design/2013-2014/
YouTube screencast with audio: http://youtu.be/IwuS0K21ZoU
Fourth lecture for my students in English 192, "Science Fiction," summer 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/m13/
Rostros diferentes, comunidades cambiantes: Immigración y racismo, empleos, e...Everyday Democracy
Esta guía para diálogos comunitarios ayuda a comunidades diversas a enfrentar retos relacionados a los inmigrantes, diferencias de idioma, los empleos, y las escuelas. La meta de esta guía es de crear un mejor entendimiento, eliminar estereotipos, y promover mejores relaciones entre diferentes grupos en las comunidades.
Sixteenth lecture for my students in English 165EW, "Life After the End of the World," winter 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/w13/
Lecture 08 - “the walking dead in a horror film”Patrick Mooney
Eighth lecture for my students in English 165EW, "Life After the End of the World," winter 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/w13/
Third lecture for my students in English 165EW, "Life After the End of the World," winter 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/w13/
How To Write A Conclusion And Intr. Online assignment writing service.Josephine Romero
1. Oppositional defiant disorder (ODD) is one of the most common disorders in children and adolescents, characterized by stubborn, defiant, disobedient, and hostile behavior toward authority figures.
2. ODD was introduced in 1966 and added to the DSM-III in 1980; however, not much is understood about the disorder since most studies combine ODD with conduct disorder.
3. Children with ODD are more likely to utilize mental health services due to the implications ODD can have on their functioning at home, school, and in their community.
This document discusses cultural influences on health between the United States and Japan by analyzing their diets. It notes that American culture values convenience and abundance which has led to processed foods and eating out becoming more common. In Japan, mindfulness during eating and simplicity of flavors are valued traditionally. However, both cultures have been influenced by each other and globalization is changing traditional diets, potentially impacting health. Diseases like heart disease and diabetes have risen with the adoption of Western diets internationally.
The document discusses the issue of hunger globally and the efforts of the organization Bread for the World to address it. Bread for the World was founded in 1972 to influence US policies around hunger. Each year it organizes a letter writing campaign to Congress to support anti-hunger legislation. It also advocates through student groups and media outreach. Some of its successes include influencing the Farm Bill and founding the ONE Campaign. The document argues that enough food is produced to end hunger but equitable distribution is needed and hunger is a political issue that can be addressed.
The keynote addresses focused on highlighting both the challenges and successes of Indigenous peoples in Canada. While poverty continues to be a challenge, there have also been many important achievements and successes that have made a real difference in communities. These include outstanding Indigenous graduates in many professions and disciplines, as well as over 40,000 Indigenous-run businesses across various sectors. These successes demonstrate the talent and intelligence of Indigenous peoples and their important contributions to Canada when given opportunities. Moving forward, it is important to continue recognizing both challenges and successes in order to build upon areas of strength.
This document is a thesis submitted by Megan Mubaraki to the Department of Sociology at the University of California, Berkeley. The thesis examines how different nonprofit organizations in the East Bay area of California frame and address issues of food justice in their communities. The introduction provides background on the student's interest in urban agriculture and food justice nonprofits, and outlines the research question of how language and framing of food justice issues impacts organizational programs and activities. A literature review section discusses key concepts in food justice movements in Oakland such as access to healthy/affordable food and urban agriculture programs established by nonprofits. The methods and findings sections analyze how different organizations define and approach addressing food justice concerns in their work.
The document discusses the historical importance of youth health for African Americans and challenges to health faced by youth today. It summarizes that African American slaves targeted young, healthy slaves who helped feed their families through gathering and small farming. Today, many African American youth face obesity, diabetes and other diseases due to lack of access to nutritious foods, sedentary lifestyles, and targeted advertising of unhealthy foods on TV. The document calls on youth, parents and policymakers to promote health through education, active lifestyles, and policies that address poverty and corporate influences.
A look at the relationship between indigenous peoples and the healthcare systems. Ways to improve and change these relationships. Peer-Reviewed Article
Population Growth And The Population Essay
Essay on Population Growth and Standard of Living
Human Population Growth In The Twentieth Century
Advantages And Disadvantages Of Population Growth
Population Growth And Economic Development
Population Growth Assignment
Us Population Essay example
Population Growth in Perspective Essays
Reflection Paper On Population Growth
Human Population Growth
Population Growth Essay
Population Growth Essay
Urbanization Of Urban Population Growth Essay
This document provides an overview of the author's trip to Cuba to study their healthcare system. Some key points:
- The author toured various healthcare facilities and met with officials to learn about Cuba's focus on disease prevention and health promotion with limited resources.
- Cuba has achieved good health outcomes like low infant mortality and increased life expectancy despite economic hardships caused by the fall of the Soviet Union and US embargo.
- The healthcare system is centered around primary care physicians and polyclinics to provide universal access to free healthcare.
- However, the system comes with a lack of individual freedoms and economic issues from overdependence on the Soviet bloc in the past.
HOW aims to promote optimal wellness for all individuals and groups. It seeks to help people realize their fullest potential physically, psychologically, socially, spiritually and economically. HOW provides services like counseling, workshops, tutoring and health programs to empower people and address issues like unemployment, poverty and mental health. Ultimately, HOW's goal is to establish sustainability and prevent negative outcomes by guiding people towards resources and a healthy lifestyle.
(PDF) Obesity and Health Essay:. The Impact of Childhood Obesity on Health - Free Essay Example .... essay examples: Child Obesity Essay. Obesity essay. Obesity: Causes and Effects Stock Photo - Alamy. Obesity Essay | Essay on Obesity for Students and Children in English .... The Causes of Obesity Essay Example | Topics and Well Written Essays .... Argumentative Essay On Obesity – Telegraph. Childhood obesity effects essay. ⇉How to Overcome Obesity Essay Example | GraduateWay. essay examples: Obesity In America Essay. Obesity health problems essay. Obesity Essay final - Discuss how obesity affects the brain. There are .... Write a short essay on Obesity | Essay | English - YouTube. Obesity Essay Help; obesity essay writing. Essay on obesity | NRSG258 - Acute Care Nursing 1 - ACU | Thinkswap.
How do we build power for the policies needed to achieve health equity, and to dismantle structural racism and other root causes of health inequities? Who are allies in this struggle for social justice? Who is the opposition and what do they gain from the status quo? Using #OneFairWage and Protect Immigrant Health Now! as examples, answers to these questions will be proposed by a leader of the Collaborative for Health Equity Cook County (www.CHECookCounty.org), part of the National Collaborative for Health Equity. A group dialogue will follow.
Monthly talk of the Center for Community Health Equity. Featuring James Bloyd, MPH (Cook County Department of Public Health) Tuesday, January 22 at 12:00pm to 1:00pm
Rush University Medical Center, Cohen Building - Field Auditorium, 1st floor 1735 W. Harrison, Chicago, Illinois
Presentation on January 22, 2019 to the Center for Community Health Equity at the Rush University Medical Center by James E. Bloyd, MPH, of the Collaborative for Health Equity Cook County, and the Cook County Department of Public Health. Topics included evidence of inequitable distribution of health and well-being; theoretical explanations of health inequity from Hawai'i State Department of Public Health and the World Health Organization; the Collaborative for Health Equity Cook County's (www.checookcounty.org) work on the minimum wage and Protect Immigrant Health Now!;
Role of US Health Care in causing poverty and health inequities among health care sector workers through a racist and sexist wage structure (Himmelstein & Venkataramani 2018). Includes references.
Aboriginal Cultural Perspectives on Health, Wellness, Spiritualityhealth
This document provides an overview of a workshop on Aboriginal cultural perspectives on health, wellness, and spirituality. The workshop aims to help participants understand how historical events and determinants have impacted the physical, emotional, mental, and spiritual health of Aboriginal people in Canada. It discusses social determinants of health, how they are linked to health inequities for Aboriginal people, and examines major historical events like the Indian Act, residential school system, and others that have influenced Aboriginal health and wellness. The workshop also explores Aboriginal perspectives on health and how to address the impacts of history.
Aboriginal Cultural Perspectivesonhealth,Wellness,Spiritualityhealth
This document summarizes a workshop on Aboriginal cultural perspectives on health, wellness, and spirituality. It discusses how historical determinants still impact Aboriginal health today. It provides an overview of social determinants of health and how they are linked to health inequities among Aboriginal people in Canada. Specifically, it outlines major historical events like the Indian Act, residential school system, and Sixties Scoop that affected Aboriginal health, wellness, and spirituality. The goal is to understand history in order to address current health challenges faced by Aboriginal communities.
This presentation was part of Embody's Safe Healthy Strong 2015 conference on sexuality education (www.ppwi.org/safehealthystrong). Embody is Planned Parenthood of Wisconsin's education and training programs. Learn more: www.ppwi.org/embody
DESCRIPTION
Institutional and social barriers place Latino families in the U.S. at greater risk for adverse health outcomes, often facing unique challenges to healthy sexuality and access to reproductive health care; the services available are often not linguistically or culturally appropriate. To help Latinos navigate the health care system and address their need for culturally relevant health information, Planned Parenthood of Wisconsin (PPWI) utilizes specially trained lay community members as frontline public health advisors. Promotores de Salud have firsthand knowledge of the issues affecting the communities in which they live and serve, and through direct education and training in homes and other familiar venues, become trusted resources. The workshop described the Promotores model and explored how community health advisors can model and teach health literacy skills in underserved communities.
ABOUT THE PRESENTERS
Maria Barker, Multicultural Programs Manager at PPWI, is a bilingual (Spanish/English) community educator of Mexican origin. She has facilitated reproductive health education programming including hundreds of home health parties for the Latino community since 2003. She is well recognized for training and using lay community workers known as Promotores de Salud to reach the Latino community. Maria is a graduate of the Latino Nonprofit Leadership Program through UW-Milwaukee and Cardinal Stritch University, and is a Certified Sexuality Educator by Planned Parenthood of Western Washington and Centralia College.
Al Castro, MS BSSW, Program Director at the United Community Center of Milwaukee, manages the UCC Health Research Department, which collaborates with universities to conduct community-engaged research to develop programs and services that address health issues and inequities in the Latino community. Castro holds a BS in Social Work from Carroll University and an MS in Business Management from Cardinal Stritch University. Castro is a licensed social worker in Wisconsin and is fluent in Spanish.
Angeles Soria Rodriguez, a Mexican immigrant, started her community service by helping co-workers and neighbors access health care, hospitals, courts, DMVs, and other resources. When Angeles moved to Milwaukee, she volunteered at community organizations and attended comprehensive trainings about cardiovascular and mental health, financial management, and nutrition. Angeles now concentrates her volunteer efforts on creating leadership among Latina women and reducing Latino obesity. As a health promoter at PPWI, she uses the Cuidandonos Creceremos mas Sanos curriculum she helped develop to facilitate home health parties that help Latino families get comfortable talking about healthy
The document proposes a solution called "A Year to End Hunger" to address the global issue of hunger. It suggests organizing a televised annual forum bringing together stakeholders from around the world to discuss and develop workable solutions. Fundraising would support implementing approved projects in different regions. The goal is to use mass communication and collaboration over one year to develop a comprehensive plan to end world hunger.
This document proposes a solution to end world hunger called "A Year to End Hunger". It involves [1] using mass media like CNN to hold weekly forums over one year where stakeholders propose and discuss solutions, [2] forming teams to research and design strategies, [3] fundraising to support approved projects, and [4] implementing tasks forces to carry out projects around the world. The goal is to work together globally through communication and action to solve the "root cause" of hunger.
Using Community Gardens to Augment Food Security Efforts in Low-Income Communities
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For more information, Please see websites below:
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Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
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Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
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Increase Food Production with Companion Planting in your School Garden
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
San Diego Lunch Project for Nourish America: Food Day 2011Jessica Thornton
Write up of volunteer project with Nourish America where I went down to Occupy San Diego to feed the protesters and raise awareness about hunger and food insecurity in America
A Step-By-Step Guide To Writing A Rhetorical AnalyAngie Lee
The document provides a 5-step guide to using the HelpWriting.net service for writing assistance:
1. Create an account with a password and email.
2. Complete a 10-minute order form with instructions, sources, deadline and attach sample work.
3. Review bids from writers and choose one based on qualifications and feedback.
4. Review the paper and authorize payment if pleased, or request revisions.
5. Multiple revisions are allowed to ensure satisfaction, and plagiarized work results in a refund.
Connecticut Civic Ambassadors are everyday people who care about and engage others in their communities by creating opportunities for civic participation that strengthens our state’s “Civic Health.” Civic Health is determined by how well diverse groups of residents work together and with government to solve public problems to strengthen their communities. Read more below on how you can be an agent of change in your own community by joining the team.
Civic Ambassadors are everyday citizens who strengthen their communities' civic health by encouraging civic participation. They inspire others to engage civically by organizing community conversations and events. Ambassadors then help develop and implement action plans from these discussions to address local issues through activities like voter registration drives or neighborhood cleanups. The goal is to build a grassroots movement that improves civic participation and community problem solving. Anyone can become an ambassador, and their time commitment is flexible depending on their schedule.
Safety and Justice Challenge May Networking Meeting WorkshopEveryday Democracy
Cook County and Charleston County shared their experiences engaging communities in discussions around safety and justice challenges. Both counties used dialogue circles and surveys to gather input from over 1,000 community members total. Key takeaways included the need to address racial bias and disparities, improve perceptions of trust in law enforcement and the justice system, and support reentry for those returning from incarceration. Survey results showed people found value in participating and being heard. The counties are using this community input to inform strategic planning and identify priorities like increasing training, creating more engagement opportunities, and establishing partnerships to support reform.
This document provides 5 civic health ideas for engaging one's community during times of social distancing. The ideas are to clean up trash in one's neighborhood, donate unused clothing and items to Goodwill locations that are accepting donations, support local businesses that are struggling financially, seek out those in need in one's community and offer assistance, and use social media to share helpful ideas with others.
This document provides 5 ideas for engaging one's local community during times of social distancing due to COVID-19. The ideas are to donate food to local food banks or Meals on Wheels programs, bake treats for neighbors, plant gardens to share produce later, order takeout to support struggling local restaurants, and learn more civic engagement ideas at the listed website.
The Dialogue to Change process involves 4 steps: 1) Assembling a diverse team to generate publicity and recruit dialogue participants, which can take 4-6 months. 2) Small groups of 8-12 people meet weekly for 4-6 weeks to discuss issues in the community guided by discussion materials. 3) After the dialogues, groups come together to agree on actions and form groups to implement them. 4) Everyday Democracy provides ongoing support and shares outcomes with other communities.
Everyday Democracy provides tools and resources to over 600 communities to strengthen deliberative democracy. It helps communities engage residents in discussions to address important issues. This communications toolkit provides guidance on capturing a community's story through photos, videos and interviews to share their work and successes. It includes tips on social media, media outreach, and templates for materials like press releases and flyers to promote community engagement initiatives.
Everyday Democracy uses a process called "Dialogue to Change" to foster productive conversations between community members and police. The approach helps communities address issues like racial inequities, lack of trust, and public safety challenges by bringing stakeholders together to discuss challenges openly and develop joint solutions. Examples are provided of communities that have used this approach successfully, including improving police-community relations in Decatur, Georgia, addressing racial profiling in the South Bronx, and ongoing dialogue projects throughout West Palm Beach. The process focuses on relationship-building, incorporating community input, and identifying concrete actions to create lasting change.
Everyday Democracy Evaluation Guide Toolkit with Ripple MappingEveryday Democracy
This document provides tools and guidance for evaluating community engagement efforts, including a self-assessment of evaluation capacity, a sample logic model, and templates for data collection planning and mapping ripple effects. Key tools include an evaluation capacity self-assessment matrix to rate resources, knowledge, data availability, and practices; a logic model template to outline inputs, activities, outputs, outcomes and goals; and templates for planning data collection strategies and mapping impacts. The overall document aims to initiate discussion around readiness to evaluate and provide templates to facilitate the evaluation process.
Ripple Effects Mapping Tip Sheet for Evaluating Community Engagement Everyday Democracy
Community Engagement and Dialogue to Change strategies can lead to many positive changes in your community. However, direct impacts can be tough to track. Ripple Effects Mapping (REM) allows you, along with local leaders and others in your community, to assess impacts from your Dialogue to
Change efforts. It allows you to visually document the impacts your efforts have had on individuals, on your community, and on institutions and systems over time. These are tips for rolling out a Ripple Effects Mapping process:
Evaluation Guide Toolkit (Companion to Evaluating Community Engagement Guide)Everyday Democracy
Includes an Evaluation Capacity Self-Assessment Tool,
Sample Community Engagement Logic Model, Logic Model Template, Data Collection and Planning Template and Ripple Mapping Tip Sheet
The Wondertwins, "Black"- September 27th, West Hartford, CT Everyday Democracy
The Wondertwins, a veteran hip-hop dance duo from Boston, perform their newest piece called BLACK. BLACK explores the traumatic effects of police violence against the black community through an incorporation of dance with historical and current audio and video clips. Post-show dialogue on the topics of poverty, criminal justice, and race will be facilitated by Everyday Democracy and the Connecticut Collaborative on Poverty, Criminal Justice and Race.
Civic Ambassadors are everyday citizens who strengthen their communities' civic health by engaging others in civic participation. They inspire and motivate community involvement, share information about civic health, and help organize local conversations to develop action plans addressing civic issues. Civic Ambassadors are non-partisan volunteers who build momentum for civic renewal through various activities, from hosting events to documenting outcomes. Anyone can become a Civic Ambassador, and time commitments are flexible starting at just one hour per week.
This document is a guide for organizing public dialogues to address racism in diverse communities. It was created by Everyday Democracy, an organization that helps communities address complex social problems through discussion. The guide outlines a 6-session dialogue process to help participants understand different aspects of racism, including personal experiences, inequities between racial/ethnic groups, and how racism is embedded in institutions. It aims to move people to collective action to create more just and inclusive communities. The guide emphasizes the importance of diversity among participants and creating a welcoming space for open discussion.
The practice of treating everyone fairly and justly regardless of age, with special consideration to the structural factors that privilege some age groups over others.
This is a brief guide developed for Stand Against Racism Day, 2019. The guide helps communities discuss immigration and how it connects to racial equity.
Civic Ambassadors are everyday citizens who strengthen their communities' civic health by encouraging civic participation. They inspire others to engage civically through community conversations on civic health and action planning. As non-partisan agents, Ambassadors build civic renewal movements by sharing ideas, hosting local events, and implementing plans from community gatherings to increase civic actions like voter registration and neighborhood cleanups. Anyone can become an Ambassador to promote civic participation in Connecticut.
The Hamden Hall Country Day School reached out to Everyday Democracy to help develop student dialogues after racially insensitive language appeared online. Everyday Democracy helped establish a focus on diversity and inclusion, training student and teacher facilitators over the summer and fall of 2018. The dialogues aimed to ensure all student voices were heard in discussions around making the school culturally proactive and responsive. While scheduling was challenging, broadening the focus beyond just race was important. The dialogues were well received initially, and the goal is to continue the process to implement ideas that prevent insensitive behavior and create a more intentionally inclusive environment.
TEST BANK For Brunner and Suddarth's Textbook of Medical-Surgical Nursing, 14...Donc Test
TEST BANK For Brunner and Suddarth's Textbook of Medical-Surgical Nursing, 14th Edition (Hinkle, 2017) Verified Chapter's 1 - 73 Complete.pdf
TEST BANK For Brunner and Suddarth's Textbook of Medical-Surgical Nursing, 14th Edition (Hinkle, 2017) Verified Chapter's 1 - 73 Complete.pdf
TEST BANK For Brunner and Suddarth's Textbook of Medical-Surgical Nursing, 14th Edition (Hinkle, 2017) Verified Chapter's 1 - 73 Complete.pdf
Osvaldo Bernardo Muchanga-GASTROINTESTINAL INFECTIONS AND GASTRITIS-2024.pdfOsvaldo Bernardo Muchanga
GASTROINTESTINAL INFECTIONS AND GASTRITIS
Osvaldo Bernardo Muchanga
Gastrointestinal Infections
GASTROINTESTINAL INFECTIONS result from the ingestion of pathogens that cause infections at the level of this tract, generally being transmitted by food, water and hands contaminated by microorganisms such as E. coli, Salmonella, Shigella, Vibrio cholerae, Campylobacter, Staphylococcus, Rotavirus among others that are generally contained in feces, thus configuring a FECAL-ORAL type of transmission.
Among the factors that lead to the occurrence of gastrointestinal infections are the hygienic and sanitary deficiencies that characterize our markets and other places where raw or cooked food is sold, poor environmental sanitation in communities, deficiencies in water treatment (or in the process of its plumbing), risky hygienic-sanitary habits (not washing hands after major and/or minor needs), among others.
These are generally consequences (signs and symptoms) resulting from gastrointestinal infections: diarrhea, vomiting, fever and malaise, among others.
The treatment consists of replacing lost liquids and electrolytes (drinking drinking water and other recommended liquids, including consumption of juicy fruits such as papayas, apples, pears, among others that contain water in their composition).
To prevent this, it is necessary to promote health education, improve the hygienic-sanitary conditions of markets and communities in general as a way of promoting, preserving and prolonging PUBLIC HEALTH.
Gastritis and Gastric Health
Gastric Health is one of the most relevant concerns in human health, with gastrointestinal infections being among the main illnesses that affect humans.
Among gastric problems, we have GASTRITIS AND GASTRIC ULCERS as the main public health problems. Gastritis and gastric ulcers normally result from inflammation and corrosion of the walls of the stomach (gastric mucosa) and are generally associated (caused) by the bacterium Helicobacter pylor, which, according to the literature, this bacterium settles on these walls (of the stomach) and starts to release urease that ends up altering the normal pH of the stomach (acid), which leads to inflammation and corrosion of the mucous membranes and consequent gastritis or ulcers, respectively.
In addition to bacterial infections, gastritis and gastric ulcers are associated with several factors, with emphasis on prolonged fasting, chemical substances including drugs, alcohol, foods with strong seasonings including chilli, which ends up causing inflammation of the stomach walls and/or corrosion. of the same, resulting in the appearance of wounds and consequent gastritis or ulcers, respectively.
Among patients with gastritis and/or ulcers, one of the dilemmas is associated with the foods to consume in order to minimize the sensation of pain and discomfort.
Applications of NMR in Protein Structure Prediction.pptxAnagha R Anil
This presentation explores the pivotal role of Nuclear Magnetic Resonance (NMR) spectroscopy in predicting protein structures. It delves into the methodologies, advancements, and applications of NMR in determining the three-dimensional configurations of proteins, which is crucial for understanding their function and interactions.
Fexofenadine is sold under the brand name Allegra.
It is a selective peripheral H1 blocker. It is classified as a second-generation antihistamine because it is less able to pass the blood–brain barrier and causes lesser sedation, as compared to first-generation antihistamines.
It is on the World Health Organization's List of Essential Medicines. Fexofenadine has been manufactured in generic form since 2011.
Allopurinol, a uric acid synthesis inhibitor acts by inhibiting Xanthine oxidase competitively as well as non- competitively, Whereas Oxypurinol is a non-competitive inhibitor of xanthine oxidase.
Receptor Discordance in Breast Carcinoma During the Course of Life
Definition:
Receptor discordance refers to changes in the status of hormone receptors (estrogen receptor ERα, progesterone receptor PgR, and HER2) in breast cancer tumors over time or between primary and metastatic sites.
Causes:
Tumor Evolution:
Genetic and epigenetic changes during tumor progression can lead to alterations in receptor status.
Treatment Effects:
Therapies, especially endocrine and targeted therapies, can selectively pressure tumor cells, causing shifts in receptor expression.
Heterogeneity:
Inherent heterogeneity within the tumor can result in subpopulations of cells with different receptor statuses.
Impact on Treatment:
Therapeutic Resistance:
Loss of ERα or PgR can lead to resistance to endocrine therapies.
HER2 discordance affects the efficacy of HER2-targeted treatments.
Treatment Adjustment:
Regular reassessment of receptor status may be necessary to adjust treatment strategies appropriately.
Clinical Implications:
Prognosis:
Receptor discordance is often associated with a poorer prognosis.
Biopsies:
Obtaining biopsies from metastatic sites is crucial for accurate receptor status assessment and effective treatment planning.
Monitoring:
Continuous monitoring of receptor status throughout the disease course can guide personalized therapy adjustments.
Understanding and managing receptor discordance is essential for optimizing treatment outcomes and improving the prognosis for breast cancer patients.
Nutritional deficiency Disorder are problems in india.
It is very important to learn about Indian child's nutritional parameters as well the Disease related to alteration in their Nutrition.
Selective alpha1 blockers are Prazosin, Terazosin, Doxazosin, Tamsulosin and Silodosin majorly used to treat BPH, also hypertension, PTSD, Raynaud's phenomenon, CHF
Nano-gold for Cancer Therapy chemistry investigatory projectSIVAVINAYAKPK
chemistry investigatory project
The development of nanogold-based cancer therapy could revolutionize oncology by providing a more targeted, less invasive treatment option. This project contributes to the growing body of research aimed at harnessing nanotechnology for medical applications, paving the way for future clinical trials and potential commercial applications.
Cancer remains one of the leading causes of death worldwide, prompting the need for innovative treatment methods. Nanotechnology offers promising new approaches, including the use of gold nanoparticles (nanogold) for targeted cancer therapy. Nanogold particles possess unique physical and chemical properties that make them suitable for drug delivery, imaging, and photothermal therapy.
Helminthiasis or Worm infestation in Children for Nursing students
Food for Health
1. Food for Health
Building a Healthy Food System for NYC
Edited by Lisa Sharon Harper, New York Faith & Justice
Kerry Birnbach, New York City Coalition Against Hunger
Dr. Nicolas Freudenberg, Hunter College School of Public Health
Jaime Gutierrez, New York Academy of Medicine
Diana Robinson, United Food and Commercial Workers – Local 1500
Jaime Stein, Sustainable South Bronx
This issue guide was created with the help of staff from Everyday Democracy, in addition to the “create an issue guide”
tool on their Issue Guide Exchange website: www.everyday-democracy.org/exchange.
3. 3
Introduction
THE ISSUE
Meet Luna. On one of the hottest days in July 2010,
Luna enjoyed a beautiful day with fresh air, open space,
and the kind of discoveries reserved for three-year-olds.
It was the first time she ever went to the beach and her
only care in the world was whether the seagulls would
steal her lunch. Luna lives on the edge of the Bedford-
Stuyvesant neighborhood of Brooklyn, New York, the
predominately African American/Black home to Spike
Lee’s cinematic masterpiece, Do the Right Thing.
According to the NYC Department of Health and Mental
Hygiene, Bedford-Stuyvesant is also home to particularly
brutal economic and health disparities. Luna is 2.8 times
more likely to experience a diabetes hospitalization and
2.3 times more likely to die from the disease than her
cousins who live a few short miles away in the mostly
white affluent community of Tribeca in Manhattan.
Luna’s father, who grew up in the deeply impoverished
East New York community of Brooklyn has already developed the disease. To boot, back home in Bedford-Stuyvesant,
over 70% of Luna’s African American/black and Latino playground friends will be overweight or obese as adults. This
puts them at greater risk of heart disease than children in more affluent areas.
Luna is not alone. The health gaps in Luna's neighborhood are shared by several neighborhoods in New York City,
deemed "food deserts" by the city planning commission and the Department of Health. They include the South Bronx,
Northern Manhattan, and Central Brooklyn. That means it is hard to find healthy, fresh, affordable food within walking
distance in these areas. Meanwhile, these areas are lined with unhealthy fast-food options.
THE TIME IS NOW!
In the U.S. the food and health gap is not a new problem. It dates back to the days of antebellum slavery. Yet, today,
we stand at a possible turning point in the history of our city. At this moment New Yorkers have a unique opportunity;
the Mayor's Office of Long-term Sustainability is considering whether it will include food as a part of the city's 25 year
plan for sustainability (PlaNYC2030). Meanwhile, the City Council is working out a plan for a just and sustainable food
system for New York City. Finally, Borough Presidents are setting agendas for what it will take to build a healthy food
system for their residents. Now is the time to engage.
Many things cause food and health disparities:
Personal food choices
Lack of access to healthy food
Poverty
Historic and current day structural racism
People from different backgrounds or experiences often view these issues in different ways. Finding common ground
for solutions is hard. Most of the time, people who see things differently don't take the time to talk to each other,
much less work together.
4. 4
OUR PROCESS
Communities need to find answers and take action on many different levels. The dialogue-to-change process brings
all kinds of people together to share different views and experiences. In the process, they begin to build stronger
relationships and work together to find solutions. We believe this is necessary for long-term change to occur. The
"Food, Faith, and Health Disparities Summit" is a key step among many that community members, faith leaders,
advocates, and government representatives will take together as we build a healthy food system for all New Yorkers!
This guide is developed to address two key food-related health disparities facing New York City: diabetes and heart-
disease. The second word in our summit's title is "Faith". This is intentional. We believe the food and health gap
affects individuals, families, and communities on multiple levels including the level of the spirit or soul. As such, we
value the participation of people of all faiths (including those with no faith) and we welcome all to bring the whole of
their experience into the dialogue.
WHAT IS A DIALOGUE-TO-CHANGE PROGRAM?
It's when people all over the city meet in dialogue circles—small, diverse groups—over the same period of time. All
the dialogue circles work on the same issue, and seek solutions for the whole city. As a result, people from many
backgrounds form new networks in order to work together. They see common ground and want to take action for
themselves, in small groups, as voters, or as part of a larger effort.
A dialogue circle is a group of about 10 people from different backgrounds and viewpoints who meet over the course
of several sessions to talk about an issue. In a dialogue circle, everyone has an equal voice, and people try to
understand each others' views. They do not have to agree with each other. The idea is to share concerns and look for
ways to make things better.
A trained facilitator helps the group focus on different views and makes sure the discussion goes well. This person is
not necessarily an expert on the issue.
DISCUSSION AGENDA – Saturday, October 30, 2010
8:30-9:00am Arrival and Check In / Continental Breakfast
9:00-9:15am Orientation
9:15-10:30am Session One: Who are We? What is our Vision for a Healthy Food System for NYC?
10:30-10:35am Break
10:35-12:00pm Session Two: What is at the Root of the Problem? Why is this a Problem in our City?
12:00-1:00pm Lunch Time Panel Discussion on Approaches to Change
1:00-1:15pm Break
1:15-2:45pm Session Three: Approaches to Building a Healthy Food System for All New Yorkers
2:45-3:00pm Break
3:00-4:30pm Session Four: Moving to Action. What Can We Do?
4:30-5:00pm Light Meal
5:00-6:30pm Action Forum
5. 5
FACT SHEET
For Session Two
• More than half of adult New Yorkers are overweight (34%) or obese (23%), and nearly half of all elementary
school children (43%) and Head Start children (42%) in New York City are overweight or obese. (NYC
DOHMH Epiquery, CHS 2009)
• Between 1995 and 2005, the percentage of New Yorkers with adult onset diabetes doubled from 4% to 8%.
As of 2009, approximately 10% of New Yorkers (or 559,000 New Yorkers) report having diabetes and more
than 200,000 additional adult New Yorkers remain unaware that they have diabetes. (CDC, BRFSS 95-05;
NYCDOHMH Epiquery, CHS 2009; NYCDOHMH, 2006)
• 31% of East Harlem adults are overweight and another 31% are obese, which is the highest proportion of
obese adults among all neighborhoods in New York City. (2006, NYC DPHO)
• In 2009, New York City’s emergency food providers (EFPs) such as soup kitchens and food pantries, reported
a 20.8% increase in need for their services. 55% of surveyed agencies did not have enough food to meet
their demand. (2009 NYC Coalition Against Hunger Annual Survey)
• In 2009, West Queens had the highest percentage (30%) of uninsured individuals in New York City and the
South Bronx had the highest percentage of individuals with Medicaid (30%). (NYCDOHMH Epiquery, CHS
2009)
• Currently, 1.76 million New Yorkers rely on SNAP/food stamp benefits. (U.S. Census, 2009 American
Community Survey) The average food stamp benefit is $3 per day. (Food Research and Action Center) A
recent study published by the Archives of Pediatrics & Adolescent Medicine reports that half of U.S. kids will
receive food stamps. (NYC Dept of Social Services Human Resources Administration, August 2010)
• Diabetes disproportionately affects low-income people, ethnic minorities, and seniors. In 2009, Black ,
Latino, and Asian/Pacific Islanders in New York City report diabetes rates at 12%, 13%, and 10% respectively.
The New York City average is 9% and the national average is 7%. White New Yorkers report diabetes rates
at 7%. New Yorkers with the lowest incomes have diabetes rates twice as high (14%) as New Yorkers with
the highest incomes (7%).
• There are 11,600 food retailers in NYC: 550 are traditional grocery stores that carry healthy, affordable food.
10,000 are bodegas. 800 are pharmacies like Rite Aid and Walgreens. (UFCW Local 1500’s Building Blocks
Project Research from the Dept. of Ag and Markets Food Retail lists.)
• According to the American Journal of Preventive Medicine, the presence of a supermarket reduces the
prevalence of overweight and obese residents. Only 8% of Black Americans live in a census tract with at least
one supermarket; 31% of White Americans live in a census tract with a supermarket.
SUPPLEMENTAL MATERIALS
6. 6
• 1.4 million New Yorkers live in homes that can’t afford enough food. Seven New York City Congressional
Districts faced severe food hardships in 2008-2009, with more than 1 in 5 residents in each of those districts
answering “yes” to the question: “Have there been times in the last month when you did not have
enough money to buy the food that you or your family needed?”
NYC Congress
District
Congress
Member
Location % Residents Food
Hardship
(answered “Yes”)
National food
hardship rank
(out of 436)
16th Serrano South Bronx 39.9% 1
10th Towns Central Brooklyn 30.8% 6
15
th
Rangel Northern Manhattan 24.1% 49
12
th
Velasquez Brooklyn/Queens 24% 50
7
th
Crowley Queens/Bronx 22.5% 75
6
th
Meeks Queens 21% 114 (tied)
17th Engel Bronx/Westchester 21% 114 (tied)
SUPPLEMENTAL MATERIALS
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Health Disparities are
gaps in the quality of
health and health care
across racial, ethnic,
sexual orientation and
socioeconomic groups.
SESSION ONE
Who are we? What is our vision for a Healthy Food
System for NYC?
Introduction (10 mins)
In this session, we will get to know one another, talk about what is important to us, and see how we want to work
together.
Each person will answer these questions:
1. Who are you? Where were you born? Where did you grow up?
2. Where do you live?
3. Why did you come today?
4. What is your favorite food--healthy or unhealthy?
Part One: Setting ground rules (15 mins)
We need to create some ground rules to help our discussion work well. Here are some ideas. Are there rules you
would like to add?
1. Listen to one another. Treat each other with respect.
2. Each person gets a chance to talk.
3. One person talks at a time. Don’t cut people off.
4. Speak for yourself. Don’t try to speak for "your group." Use "I" statements.
5. It’s OK to disagree.
6. Stick to the issue.
7. If you talk about people who are not here, don’t say their names.
8. Some of the things we talk about will be very personal. We will not tell these stories to other people, unless we all
say it is OK. "What is said here, stays here."
Part Two: What is my connection to the issue? (40 mins)
1. What does a regular dinner plate look like for you? What can we see
about your life by looking at your dinner plate?
2. How does your faith influence what you consume?
3. How have health disparities affected you, your family, and your
community? Consider… faith, tradition, comfort, family, employment,
energy level.
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4. What is the food system
1
like in your
community? Where do you get food
in your neighborhood?
5. How would your community benefit
from a healthy food system? When
you imagine your community as a
healthy community, what do you see,
hear, smell, feel? How does it affect
children, families, play and work?
6. Ideally, what would a healthy food
system look like in NYC? What words
come to mind when you envision a
healthy food system?
Wrap-Up (10 mins)
What did you learn in this session?
What stories touched you or surprised you?
What do you hope we can accomplish together?
1
Diagram: from the city of Vancouver, Canada website:
http://vancouver.ca/commsvcs/socialplanning/initiatives/foodpolicy/systems/just.htm.
Basic Food System: Production | Processing | Access | Distribution |
Consumption | Waste Management
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SESSION TWO
What Is At The Root Of The Problem?
Introduction
In Session One, we talked about our personal connection to food, faith, and health. In this session, we will talk about
what the food and health gaps look like in our city and neighborhoods. We will also discuss a range of views to help
us explore the roots of the problem. This will help us develop action ideas in later sessions.
Part One: Getting Started (5 mins)
Review the ground rules.
Do changes need to be made?
Our facilitator will review the notes from Session One and sum up the main ideas from that discussion. This will help
us to be ready for our work today.
Discussion Questions on the Information Sheet (20 mins)
The "information sheet" (pages 5-6) provides information to help us understand what the food and health gaps look
like in our city.
Use these questions to talk about the data:
Part Two: Exploring the Food and Health Gap in NYC (60 mins)
People have different ideas about the situation. One view cannot tell the whole story. We may agree with each other
on some points, and disagree on others. That is OK.
Each view stated here is in the voice of a person who thinks it is a very important idea. As you read the views, think
about these questions.
Are these the kinds of things people are saying in our community?
Which views come closest to your own way of thinking? Why?
Is there a view you would like to add?
Do some of these views surprise you?
Is there anything that you don’t agree with?
When you look at the information, what stands out?
Why?
Does anything surprise you? Why?
What overall themes and trends do you see?
Who is affected by the food and health gap?
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Views
1. People are making bad personal choices.
We are responsible for our own food choices. If we decide to eat unhealthy foods instead of healthy foods
we are causing our own health problems.
2. Certain neighborhoods are under-resourced with healthy food options or over-resourced with
unhealthy options.
Not everyone has equal access to healthy and affordable food. In addition, in many cases people in under-
resourced areas have more access to unhealthy foods. This results in unhealthy eating habits and diet-
related diseases. They can't help it. The problem is structural and out of their control.
3. Sometimes hunger and obesity are both results of poverty.
Poverty causes both hunger and obesity. Low income households often choose unhealthy foods because
they are cheapest. Cheap foods help make ends meet. The problem is cheap foods tend to have more fat
and less nutritional value. So, eating cheap unhealthy foods leads to obesity, but people's bodies are still
hungry for real nutrients.
4. There is a stigma around receiving help.
It's embarrassing to receive food stamps and other government help. The process of enrollment itself is
demeaning and people look down on others who receive this kind of help. So, a lot of people reject the
idea of seeking help altogether. Without help unhealthy foods become their best option because they are
the most affordable.
5. Historical racism and current day structural racism both play key roles in food and health disparity
today.
Some people have faced centuries of racism: from being legally barred from purchasing land or growing
their own food to lack of access to higher education, etc. They have been denied basic rights that lead to
economic opportunity. As a result, these communities have been forced to live in underdeveloped
neighborhoods with limited access to healthy food.
6. People don't know about the options they have. Government often fails to educate people about
the food and health options available to them.
Government should do a better job advertising the benefits low-income people can receive, such as food
stamps, cash assistance, insurance plans such as Healthy New York, etc. As a result, programs such as food
stamps and cash assistance, as well as the free school breakfast program, are widely underutilized. Low-
income people are missing out on programs that help them receive proper nutrition.
7. Some people's culture or tradition predisposes them to unhealthy food choices.
Some people just like their traditional foods too much to give them up. Traditional foods hold a lot more
meaning than just a meal. They can mean family cohesion, tradition, cultural connection, etc. So, folks are
choosing family and culture over health. Plus, those foods tend to be filled with fat, carbohydrates, sugar,
and salt, which makes them taste amazing. Yet, those same ingredients make them a big cause of health
disparities in our community.
8. There are real obstacles to receiving help.
Many people who could qualify for food stamps--the elderly, especially those with Alzheimer's Disease,
the disabled, and those who are seriously ill--cannot physically "show up" for the fingerprinting required
by New York State for food assistance applications. Developmentally disabled or mentally ill adults may
not have the assistance nor the wherewithal needed to negotiate the system.
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Wrap-Up (5 mins)
Turn to your neighbor. Discuss the following:
How did this session go?
What views do we agree about? What views do we not agree about?
What themes keep coming up in our discussion?
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SESSION THREE
Approaches to Building a Healthy Food System for All
New Yorkers!
Introduction
In Session Two, we talked about why the food and health gap is a problem in our city. Now, we will talk about how we
can start to close the gap. In the next session, we will talk about specific action ideas.
Part One: Getting Started (5 mins)
1. Please keep our Ground Rules in mind.
2. Brief sharing: thoughts on what we learned in the last session.
Part Two: Approaches to Change (60 mins)
We’ve talked about how our city is doing. Now, we will explore some ways to improve things. What approaches will
work well? What will help us deal with the food and health gap? What can we accomplish within one year?
Use these questions to think about the different approaches:
1. Have we already tried any of these approaches? If so, what happened?
2. Which approaches do you like best? Why?
3. What other approaches can you think of?
4. Which approaches address the food and health gap in different types of institutions (government, businesses,
schools, nonprofits, etc)?
5. What approaches might we be able to help move forward because they already have traction in NYC?
6. What approaches won’t work? Why?
Approaches
1. Increase access to healthy affordable foods.
In order to eat healthier foods, that kind of food needs to be available in the communities where people live and
shop and work. Too many New Yorkers live in food deserts, where healthy food is not available or costs too
much. To fix the problem, New York needs to make healthy food like fruits, vegetables, and whole grain and low-
fat dairy products more available in every community, well-off or poor. It also needs to make sure that all New
Yorkers eligible for food benefits can actually get them.
Actions that someone who agrees with Approach 1 might support:
o More farmers markets, food coops, community-supported agriculture projects (CSAs) or urban farms
o More supermarkets in poor neighborhoods
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o More subsidies for fruits and vegetables in the Federal Farm Bill; less for corn, soy and sugar
o Expansion of Food Stamps (SNAP) and lower barriers of enrollment
o Ensure that supermarkets have higher quality and fresher food
2. Decrease promotion and access of unhealthy foods.
In recent years, the availability of foods high in the fat, sugar, salt and calories that contribute to obesity, heart
disease and diabetes has increased dramatically. Simply making healthy food more available will not lead to
improvements in health if people are still eating a Big Mac every day or washing down their fruits and vegetables
with a 32 ounce Coke. To make healthy choices easy choices, we need policies that will protect people from
deceptive or manipulative food advertising, restrict the ability of the food industry to profit by promoting
unhealthy products, and reduce the number of places that sell the foods that contribute to disease.
Actions that someone who agrees with Approach 2 might support:
o Restrictions on food advertising to children
o Zoning changes to limit density of fast food outlets in neighborhoods
o Taxes on unhealthy foods
o Restriction on use of public benefits to purchase unhealthy foods
o Rewarding use of public benefits to purchase healthy foods
3. Focus on children.
B y preventing children from experiencing hunger, obesity or other food-related health problems, we invest in
their future—and our own. Offering children healthier diets helps them to do better in school, establishes
lifetime health habits and shows our responsibility for protecting the next generation. Because so many children
spend time in school, schools are a good place to start offering children healthier food.
Actions that someone who agrees with Approach 3 might support:
o Better quality school food
o Free school breakfast and lunch for all
o School-based community gardens to grow their own fruits and vegetables
o Reinstate Home-economics class to teach healthy cooking in schools
o Protect children from unhealthy food advertising
o More and better nutrition education in schools
o Use more food from local farms in school food programs
o Empower parents with childhood nutrition education
4. Educate people about the benefits of eating healthy food.
Outreach and education can provide individuals with creative and engaging pathways toward healthy food
choices. A food education system built by community groups and faith based organizations can provide the
support and creative ideas many individuals need to maintain a commitment to lifestyle change. In addition, by
making healthier food choices, communities can use their buying power to shift market demand toward healthier
food options in their neighborhoods.
14. 14
Actions that someone who agrees with Approach 4 might support:
o Cooking classes that incorporate healthy versions of traditional meals in faith communities and community
centers
o Health education classes offered in faith communities and community centers
o Food and health media campaigns
o Increase the number of nutrition and diabetes advocates and educators in NYC
5. Take personal responsibility to make healthy food choices for myself and my community.
Ultimately, access, education, and affordability can only go so far toward changing our food system. Lifestyle
changes and lifelong eating habits can only come from personal commitment. The road to a healthy food system
for all New Yorkers starts with each of us. We can all take action to choose healthier food for ourselves and our
families and to model healthier eating for our children. Plus, a healthy food system will empower individuals to
become active stakeholders in food choices for their communities.
Actions that someone who agrees with Approach 5 might support:
o Eat a healthy balanced diet
o Exercise at least 20 minutes per day
o Take vending machines out of church buildings and offices
o Start a walking club
o Start a healthy cooking club
6. Build alternative food system in my community.
Conventional food access points may not be the best solutions for our community. Creative food system
alternatives based on community needs and interests may go further in galvanizing community-wide food health.
Local food systems that depend on healthy, affordable local food offer people choices and create an alternative
to the mainstream food system, which emphasizes processed products that are often produced in ways that harm
the environment and health.
Actions that someone who agrees with Approach 6 might support:
o Join or start a food cooperative
o Join or start a CSA (Community Supported Agriculture) program
o Grow your own food
o Faith communities start a CSA cooperative to help lower-income people have greater access to fruits and
vegetables
o Churches with land start a community garden
o Faith communities can register with the Department of Health to use the “Health Bucks” program to increase
congregants’ access to healthy food
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15. 15
7. Build a strong food workforce.
Food is a business. Individuals can participate in this business as growers, eaters, owners, and employees. The
food industry is one of the biggest employers in New York and the nation. It
protects every eater to have farmers and farm workers, chefs, food service workers, checkout clerks, and other
workers in food business who earn a living wage, understand how good nutrition
promotes health and who are given the skills to grow and prepare safe and healthy food. In addition, having a
health workforce that can provide accurate and culturally relevant education and counseling on diet and health
will help people make healthier food choices. A healthy food system will empower individuals to recognize each
of their roles within the food system, their connectedness and their power to create change.
Actions that someone who agrees with Approach 7 might support:
o Support supermarkets and bodegas that pay a living wage and offer benefits to their workers
o Support supermarkets and bodegas that prepare their food workers for advancement into management
positions
o Advocate that supermarkets receiving city or state benefits should be required to hire a percentage of their
workers from the neighborhood
Wrap-Up (25 mins)
What good things are we already doing? How can we build on these?
What else will help us make progress? What problems will we face?
What action ideas should we make sure we come back to in Session 4?
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SESSION FOUR
Moving To Action. What Can We Do?
(Total: 1.5 hours)
Introduction
In this session, we will move to action. First, we will brainstorm action ideas; next, we will look at the assets we have;
we will then connect our action ideas with our assets; and, finally, we will set priorities for action toward a healthy
food system for New York City.
Part One: Brainstorm Action Ideas (20 mins.)
Turn to your neighbor. Together, think about the approaches discussion. Were there action ideas that you think would
work well in our city? Are there other action ideas that weren't listed? Try to come up with specific actions that fit with
the approaches we think will work best. How many different ideas can we come up with?
Make a list of action ideas in the following categories:
Things that you can
do on your own
Things you can do
with other small
groups of people
New Partnerships,
collaborations, or
projects
New Policies Institutional change
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Part Two: Community Assets Brainstorm (15 mins.)
Every city and every neighborhood has strengths or assets. Assets can be people, places, or organizations. Whatever
makes our city or neighborhood a better place is an asset.
"Brainstorming" is a creative way for a group to come up with lots of ideas in a short amount of time. Build on one
another’s ideas. All ideas are OK. Don’t stop to discuss or judge them. The facilitator will write down every idea. Use
these headings as a guide:
COMMUNITY ASSETS
People Places Institutions/
Organizations
Funding Sources Other
Things to consider:
1. Who has talents and skills that they might offer?
2. What groups in the community can help us make our neighborhoods healthier?
3. What sources of funding do we have in our city?
4. What groups do you belong to? How can they help?
5. Can you think of anything else?
Part Three: Connect Action Ideas with Assets (10 mins)
Post list of action ideas beside the assets, and talk about which ones can be linked. Keep these connections in mind as
we prioritize our action ideas.
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Part Four: Set Priorities for Action (40 mins)
Look at our list of ideas for action. Now we are going to narrow it down to a few ideas to take to the action forum
where people from all the discussion groups will meet to share their ideas.
These questions will help us set priorities for action:
>>> As a group, choose two or three ideas that are important and doable. Each person will receive three green dots
and one red dot. Please place the three green dots on the action ideas you believe we need to do within the next 6
months to 1 year. Place the red dot on the action idea we definitely should not do within the next 6 months to 1 year.
Write the top two or three ideas on a flip chart labeled Priority Action Ideas.
Then, consider the following questions:
• What would it take to make this happen?
• What community assets could we use to move this idea forward?
• What kind of support do we need to take these steps? Who else could
we link up with?
• How do we begin?
Part Five: Get Ready for the Action Forum (5 mins)
The facilitator will explain the agenda for the action forum.
Which ideas are easiest to get done?
Who would work with us on these ideas?
Which ideas might do the most good?
Which ideas might have a long-term impact?
Priority Action ideas
1)
2)
3)
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Action Forum
Dialogue-to-change programs lead to action in many ways. One way to do this is through an Action Forum. This is a
large-group meeting at the end of a round of dialogues. Ideas from all the study circles are presented at the Action
Forum. There are usually several action ideas that many people support.
To move these ideas forward, people form working groups. Some people may join these working groups. Some may
choose to help in other ways. In programs that continue over time, more and more people get involved, and many
kinds of action occur.
Agenda: Action Forum
(1.5 Hours)
Each dialogue group posts their top three action priorities on the wall.
1. Social time: Refreshments, Entertainment, Gallery Walk
(time to read summaries from each circle posted around the room)
2. Welcome and Introductions
Moderator welcomes everyone and introduces sponsors.
Review agenda.
Talk about the study circle effort in the community.
Thank facilitators and other key volunteers.
3. Reports From the Dialogues
Three representatives from predetermined dialogue circles speak for a few minutes, sharing their
experience.
Be sure to include vision, community assets, and the top three action priorities they identified.
4. Moving to Action
Moderator identifies the most common themes for action from all dialogues, and invites participants to
sign up for an action group or task force.
Sign-up sheets are passed around. People choose working groups, and check the box of the working
group they want to join.
Logistics team collects the sign-up sheets. Converts them into comprehensive excel sheet and sends
excel sheet to Working Group facilitators. Working Group facilitators contact group members with
details about date, time, location of first Working Group meeting.
5. Keynote Address: New York City Council Speaker Christine Quinn
While the sign-up sheets circulate, MC introduces Speaker Christine Quinn. Speaker Quinn responds to
what she has witnessed of this Action Forum and shares with the group about her top priorities for
strategic action, inviting the community to partner with her to pass Food Works legislation.
6. Closing remarks
Lisa Sharon Harper offers closing remarks describing how the action efforts will be tracked and tied to
further organizing.
Next steps. (Include plans for another round of dialogues, celebration, or check-in meeting.)
SUPPLEMENTAL MATERIALS
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Tips for Facilitators
A study circle facilitator does not need to be an expert on the topic being discussed. But the facilitator should be the
person best prepared for the discussion. This means:
Understand the goals of the study circle.
Be familiar with the subject.
Think ahead of time about how the discussion might go.
Prepare questions to help the group consider the subject.
If you are well prepared, it will make it easier for you to give your full attention to how the group is acting and
interacting, and to what individuals in the group are saying.
Here are a few more tips:
Stay neutral!
The most important thing to remember is that, as a facilitator, you should not share your personal views or try to push
your own agenda on the issue. You are there to serve the discussion, not to join it.
Welcome everyone and create a friendly and relaxed atmosphere.
Well-placed humor is usually appreciated. But, make sure you do not offend anyone or make hurtful jokes.
Explain the purpose of the study circle, and help the group set ground rules.
At the beginning of the study circle, remind everyone that the purpose of the study circle is to work with one another
to look at the issue in a democratic way. Also remind them that your role is to remain neutral, keep the discussion
focused, and guide the conversation according to the ground rules.
Start with the basic ground rules listed in Session One, then ask participants to add their own ideas.
Stay aware of and assist the group process.
Remember, your main role is to help the group stay focused on the subject.
Help the discussion flow by keeping track of how the participants are communicating with each other—who has
spoken, who hasn’t spoken, and who needs more time to make a point. Make sure everyone gets a fair hearing.
Consider splitting up into smaller groups. This will help put people at ease.
Only interfere with the discussion if you have to. Don’t allow the group to turn to you for answers.
Resist the urge to speak after each comment or answer every question. Let participants respond directly to each
other. Always be thinking about how to move the discussion forward.
Once in a while, ask participants to sum up the most important points that have come out in the discussion.
Remember that some people are uncomfortable reading out loud. Don't go "around the circle" reading passages;
instead, ask for volunteers.
Don’t be afraid of silence! People sometimes need time to think before they respond. Try counting silently to ten
before you rephrase the question. This will give people time to collect their thoughts.
Don’t let anyone take over the conversation; try to involve everyone.
Remember that a study circle is not a debate. It's a group dialogue. If participants forget this, don’t hesitate to
ask the group to help re-establish the ground rules.
Keep track of time!
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Help the group look at various points of view.
Make it clear to participants that you will never take sides on the issue; your role as a facilitator is to be fair and
act neutral.
Use the discussion guide to help participants consider a wide range of views. You might ask participants to
consider a point of view that hasn’t come up in the discussion. Ask the group to think about the advantages and
disadvantages of different ways of looking at an issue or solving a problem.
Ask participants to think about the concerns and values that underlie their beliefs.
Help participants identify common ground, but don’t try to force agreement.
Ask open-ended questions that don’t lead to easy answers.
Open-ended questions are questions that can’t be answered with a quick "yes" or "no." They push people to think
about why they believe what they do. Open-ended questions also encourage people to look for connections between
different ideas.
Get familiar with the following questions. They are a great resource during any study circle.
General questions:
What seems to be the key point here?
Do you agree with that? Why?
What do other people think of this idea?
What would be a strong case against what you just said?
What experiences with this can you share with the group?
Could you help us understand the reasons behind your opinion?
What do you think is really going on here? Why is that important?
How might others see this issue?
Do you think others in the group see this the way you do? Why?
How does this make you feel?
Questions to use when there is disagreement:
What do you think s/he is saying?
What bothers you most about this?
What is at the heart of the disagreement?
How does this make you feel?
What experiences or beliefs might lead a reasonable person to support that point of view?
What do you think is really important to people who hold that opinion?
What is blocking the discussion?
What might you be willing to give up in order to come to some agreement?
What don’t you agree with?
What do you find most convincing about that point of view?
What is it about that position that you just cannot live with?
Could you say more about what you think?
What makes this so hard?
What have we missed that we need to talk about?
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Questions to use when people are feeling hopeless:
Say a little about how that makes you feel.
Is there any hope?
Can the problems that you are talking about be solved in any way? How?
Close with a summary of the discussion and set the stage for the next meeting. When the circle is over, be sure to
provide time for evaluation.
Give people a chance to talk about the most important thing they got out of the discussion. You might ask them
to share new ideas or thoughts they’ve had as a result of the discussion. Ask:
What are the key points of agreement and disagreement about today’s session?
What have you heard today that has made you think, or has touched you in some way?
If you will be meeting again, remind the group of the readings and subject for the next session.
If the groups are meeting because they hope to have an impact on community decision making, be sure to
document what happens in the discussions. In many study circles, participants record common concerns and
points of agreement and disagreement, as well as ideas for action steps.
After the last session, provide some time for the group to fill out a written evaluation. This allows participants to
comment on the process and give feedback to the facilitator.
Thank everyone for their contributions!
SUPPLEMENTAL MATERIALS