The Kenkeleba House Garden is an initiative started in 1979-1980 by Corrine Jennings in New York City. The goal was to revitalize a neighborhood that had struggled with crime and drugs by creating an outdoor space to display sculptures and artwork. It has since expanded to include an art gallery and host music and art exhibitions. The garden is open to the surrounding community and local artists for displaying their works. It relies on funding and donations of art to continue operating as a free community space run by Corrine Jennings, who lives on the property.
Committee of poor people's of les community garden (1)Thanais
The document summarizes an interview conducted with members of a community garden on the Lower East Side of Manhattan. The garden serves as an important social space for elderly Hispanic residents of the neighborhood amidst major gentrification. It provides a place for community members to socialize and engage in cultural activities. However, the garden is in need of renovations and faces funding and participation challenges due to the changing demographics of the area.
The document summarizes an interview about the Flores y Dias community garden located in New York City. It provides details about the garden's history and origins in the 1970s, the current users and organizers which are mainly retired males, and the technologies and communication methods used which include a rainwater collection system and blog. The future objectives for the garden include ensuring its long-term sustainability and managing issues like funding requests.
The 11BC garden is a small neighborhood community garden in a racially diverse urban area. It was started in 1984 by a local resident and provides a green space for neighbors. The garden fell into disuse from 1998-2002 but was revived by a nonprofit in 2002. It is now run by a manager and has 10 core member volunteers. The garden hosts events and provides a communal space for residents. It communicates through a message board, website, and emails. The long term plan is to continue maintenance and expand membership. A concern is the lack of water access, and opportunities exist to adopt technologies promoting light reflection. Members are also involved in other community gardens and donate skills and materials.
The Miracle Garden is a community garden located in a neighborhood in Lower East Side, New York. The garden was formerly a "drug yard" but received a $25,000 grant from Whole Foods in 2006 to transform it into a community space. It is now maintained by a group of 12 active volunteers led by Suzy Kutz and provides a quiet space for local residents. However, limited membership and funding pose challenges to further developing and maintaining the garden.
The community garden acts as a meeting place for neighbors on 13th Street in Manhattan. It was created in the 1970s after two abandoned buildings were torn down. The garden is run by a board of directors and aims to encourage social interaction in the neighborhood. Events like dance parties and annual sales help achieve this goal. The garden uses a rainwater collection system to water the plants. Most members are retired males who meet regularly at the garden. The garden hopes to survive changes to the neighborhood in the future through longevity.
The 11BC garden is a small neighborhood community garden in a racially diverse urban area. It was started in 1984 by a community member to provide a green space and place for neighbors to gather. The garden fell into disuse from 1998-2002 but was revived by a nonprofit in 2002. It currently has 10 core member volunteers and is open to the public. The garden uses organic gardening methods and communicates through online and printed means. Its long term plans are to expand membership and host more community events.
The document provides details about the Forsyth Community Garden through an interview. It describes the garden as promoting community participation and sustainable living in a neighborhood that was previously drug-infested. The garden offers programs for children and seniors and creates a safe recreational space. It faces challenges from prostitution and drugs threatening its existence. The garden was founded in 1993 and transformed the park, overcoming opposition. It provides environmental and social benefits to the diverse community.
Introductieworkshop over Bloggen volgens de hink-stap-sprong Boeien - Begrijpen - Beklijven. Voordat je blog gelezen wordt moet je blog eerst opvallen en befrepebn worden. Storytelling loopt als een rode draad door deze workshop.
Committee of poor people's of les community garden (1)Thanais
The document summarizes an interview conducted with members of a community garden on the Lower East Side of Manhattan. The garden serves as an important social space for elderly Hispanic residents of the neighborhood amidst major gentrification. It provides a place for community members to socialize and engage in cultural activities. However, the garden is in need of renovations and faces funding and participation challenges due to the changing demographics of the area.
The document summarizes an interview about the Flores y Dias community garden located in New York City. It provides details about the garden's history and origins in the 1970s, the current users and organizers which are mainly retired males, and the technologies and communication methods used which include a rainwater collection system and blog. The future objectives for the garden include ensuring its long-term sustainability and managing issues like funding requests.
The 11BC garden is a small neighborhood community garden in a racially diverse urban area. It was started in 1984 by a local resident and provides a green space for neighbors. The garden fell into disuse from 1998-2002 but was revived by a nonprofit in 2002. It is now run by a manager and has 10 core member volunteers. The garden hosts events and provides a communal space for residents. It communicates through a message board, website, and emails. The long term plan is to continue maintenance and expand membership. A concern is the lack of water access, and opportunities exist to adopt technologies promoting light reflection. Members are also involved in other community gardens and donate skills and materials.
The Miracle Garden is a community garden located in a neighborhood in Lower East Side, New York. The garden was formerly a "drug yard" but received a $25,000 grant from Whole Foods in 2006 to transform it into a community space. It is now maintained by a group of 12 active volunteers led by Suzy Kutz and provides a quiet space for local residents. However, limited membership and funding pose challenges to further developing and maintaining the garden.
The community garden acts as a meeting place for neighbors on 13th Street in Manhattan. It was created in the 1970s after two abandoned buildings were torn down. The garden is run by a board of directors and aims to encourage social interaction in the neighborhood. Events like dance parties and annual sales help achieve this goal. The garden uses a rainwater collection system to water the plants. Most members are retired males who meet regularly at the garden. The garden hopes to survive changes to the neighborhood in the future through longevity.
The 11BC garden is a small neighborhood community garden in a racially diverse urban area. It was started in 1984 by a community member to provide a green space and place for neighbors to gather. The garden fell into disuse from 1998-2002 but was revived by a nonprofit in 2002. It currently has 10 core member volunteers and is open to the public. The garden uses organic gardening methods and communicates through online and printed means. Its long term plans are to expand membership and host more community events.
The document provides details about the Forsyth Community Garden through an interview. It describes the garden as promoting community participation and sustainable living in a neighborhood that was previously drug-infested. The garden offers programs for children and seniors and creates a safe recreational space. It faces challenges from prostitution and drugs threatening its existence. The garden was founded in 1993 and transformed the park, overcoming opposition. It provides environmental and social benefits to the diverse community.
Introductieworkshop over Bloggen volgens de hink-stap-sprong Boeien - Begrijpen - Beklijven. Voordat je blog gelezen wordt moet je blog eerst opvallen en befrepebn worden. Storytelling loopt als een rode draad door deze workshop.
This document provides instructions and examples for solving inequalities. It begins by explaining the basic steps: isolate the variable by adding or subtracting terms to one side of the inequality and multiplying/dividing both sides, being careful to flip the inequality when multiplying/dividing by a negative number. Examples are worked through step-by-step to demonstrate the process. The document then provides practice problems for the user to solve along with the answers. Finally, it recommends interactive games and worksheets for additional practice solving inequalities.
Kevin Eggert wrote about his life from birth to high school in 3 paragraphs. He was born in 1994 in Missouri and baptized the following year. He attended preschool from age 2 to 5 and made friends there who he remains close with. He went to Catholic elementary and middle schools where he participated in religious sacraments including First Communion and Confirmation. Currently, he is in high school where he plays sports and recently got his driver's permit.
Urban Activism Worldwide: Cultural EmpowermentAmplifyCC
Mintzalagunak is an association in Donostia, Basque Country, Spain that provides opportunities for people to speak Euskara, the oldest language of Europe, in order to increase its use and preserve the language. Dashanzi Art Space in Beijing, China provides living and gallery space for artists, many of whom were previously homeless. The Bag Factory in Johannesburg, South Africa runs an artist residency program to facilitate cultural exchange through affordable studios.
Stromback Global Advisors is a venture capital and advisory firm led by serial entrepreneur Rich Stromback. The firm connects clients with leaders in business, finance, technology, and politics worldwide to help achieve clients' objectives. Stromback Global Advisors provides services such as business development, financial relationships, mergers and acquisitions advisory with advisors and associates located across North America, South America, Europe, Africa, the Middle East, Asia, Australia and New Zealand.
DreamBox in Hong Kong encourages entrepreneurship by providing a shop where people can sell products they design and build themselves, including recycled items.
Rede de Centrais de Serviços in Brazil is a network of self-employed workers who offer services like construction, catering, and household work through a central operator.
BiciCentro in Italy collects broken bicycles, fixes them, and sells them to students to enable transportation.
Urban Activism Worldwide: Caring for PeopleAmplifyCC
Oranssi Housing Company in Helsinki, Finland renovates houses for young people looking for a more communal living situation. Members must be under 24 and participate in renovations and maintenance while taking responsibility for the communal lifestyle.
Community garden reporters-book-el_jardin_del_paraisoparkm688
This document provides guidance for conducting an ethnographic interview and collecting associated photos and video for a social innovation initiative. The interview is structured around 10 sections that explore the description, context, history, actors, technologies, communication, future plans, problems, other related social activities, and references of the initiative. Photographers are instructed to capture photos of the context, participants, communication materials, artifacts, and benefits of the initiative. Videographers are asked to film introductions, a history, typical activities, participant interactions, and participant interactions with objects. A release form for subjects is included to allow use of collected photos, video, and statements.
The Green Oasis Community Garden in New York City's East Village neighborhood began in 1981 when Normand Valle and Reynaldo Arenas decided to clean up a blighted vacant lot. They created a large community garden that allows neighborhood residents to grow food and interact with each other. The garden has plots for vegetables, fruit trees, beehives, and hosts events like workshops. It aims to provide a safe green space for community members. The neighborhood had experienced significant arson and destruction in prior decades. The garden helps foster social connections and provides environmental benefits to the area.
The document describes a community garden called El Sol Brillante located in a residential neighborhood in New York City. The garden was established in the 1970s on a formerly vacant lot that had been used for drug use. Currently, garden members focus on growing plants, flowers, fruits and vegetables. They also do composting using an effective micro-organism technique to create fertile soil. The garden hosts biweekly composting workshops and aims to beautify the community while using sustainable practices. There are approximately 40 garden members who vary in occupation but live nearby and use the garden as a hobby and part-time job.
The De Colores Community Yard and Garden is a community garden in New York City's Alphabet City neighborhood started in 1996 by 10 founders. It has 50 member gardeners who grow plants, flowers, fruits, and vegetables in individual 10 square foot plots. The garden provides members an escape from the city into a green space. It has faced challenges from construction delays, soil contamination, and political threats but remains an important community resource.
The Miracle Garden is a community garden in the Lower East Side neighborhood of New York City. It was established in 2006 with a $25,000 grant from Whole Foods to transform a former "drug yard" into a garden. The garden is maintained by a group of 12 volunteers led by Suzy Kutz. It provides a quiet space for neighborhood residents. However, limited funding and membership pose challenges to further developing the garden. The group hopes to fundraise more and recruit additional volunteers to keep the garden open more frequently.
The document describes La Plaza Cultural, a non-profit community garden and event space in New York City. It provides details about the history and formation of La Plaza Cultural in 1976 by local residents and activists looking to clean up an empty lot. It is now a successful space that hosts events, has various volunteer committees, and provides a green space for the neighborhood. The garden faces some challenges around maintaining volunteer support and dealing with issues like noise pollution from events.
The La Plaza Cultural community garden in New York City was founded in 1976 through efforts of local residents and activists to transform vacant, trash-filled land into an open green space. It has since grown to include event spaces, private gardening plots, and committees focused on activities like composting and children's programs. The garden aims to further develop the surrounding neighborhood by improving its facilities and making itself less dependent on volunteer labor. Maintaining community participation and addressing issues like noise pollution pose ongoing challenges to the initiative.
The 9th Street community garden in New York City's lower east side neighborhood provides space for community members to grow crops and gather. Started in 1979 on a vacant lot by resident Augustine Garcia, the garden has grown to one acre and offers amenities like a stage, children's play area, and beehive. The garden's users are mostly local seniors and immigrants who work individually and collectively to maintain the space. It aims to promote environmental awareness, civic responsibility, and a healthier community through gardening and social activities.
The 9th Street community garden in New York City's lower east side neighborhood was started in 1979 by a local resident. It has since grown to one acre in size and provides individual garden plots for its 25 members to plant vegetables, flowers, and trees. The garden aims to revitalize the neighborhood through community involvement in gardening and hosting events. It uses technologies like composting and rainwater harvesting to be environmentally friendly.
Open Source Community Models for Supporting Educational PracticeDominik Lukes
This document discusses how open source community models can support educational practice more effectively than traditional repository models. It outlines several key aspects of successful open source communities, including having a philosophy, structure, roles, financial support, socialization, research, and processes for creating and improving products. The document suggests applying open source community design principles to areas of education like technological innovation, curriculum development, and teaching materials/methods. It poses a discussion question about what features a community would need to foster innovation.
Attention Citizens! Presentation as part of the Citizen Science Workshop - Ni...COBWEB Project
This document provides tips for communicating Citizen Science projects and using social media engagement. It recommends targeting key audiences and engaging citizens early in the design process. Planning social media content should make the project aims and calls to action clear, and explain why citizens should participate and how their contributions will be used. Popular social media channels like Facebook, Twitter, YouTube and Google+ should be used consistently to support engagement with project communities over the long term. Images, video, guest posts, and live events can help build trust and encourage participation and sharing.
The document discusses community action and engagement. It defines key concepts like resilience, vigilance, and accountability. It outlines a 5-point community initiative model of engagement, planning, implementation, development, and sustainability. The purposes of community action are described as addressing issues facing marginalized groups, and involving youth. Competencies around solidarity and contribution to community development are also presented.
1. Students are assigned a group project to identify an environmental issue in their local community and propose a solution. They will visit the project site, document the issue, and present their proposal and completed project.
2. The project has three stages - proposing a solution, receiving approval and executing the work on site, and presenting documentation of the process. Students must engage the community and create environmental and social impact.
3. Deliverables include an A4 report, A2 research poster, and multimedia presentation summarizing the identified issue, proposed and completed solution, and community engagement process. The project aims to increase students' understanding of sustainability and their role in addressing environmental and social issues.
1. Students are assigned a group project to identify an environmental issue in their local community and propose a solution. They will visit the project site, document the issue, and present their proposal and completed project.
2. The project has three stages - proposing a solution, receiving approval and executing the work on site, and producing a final report and presentation. Students must demonstrate their understanding of sustainability concepts and community engagement.
3. Students will be evaluated on their initial proposal, work executed on site, final written report and research poster, and multimedia presentation of the full project process and its environmental and social impact. Proper referencing is also required.
This document provides instructions and examples for solving inequalities. It begins by explaining the basic steps: isolate the variable by adding or subtracting terms to one side of the inequality and multiplying/dividing both sides, being careful to flip the inequality when multiplying/dividing by a negative number. Examples are worked through step-by-step to demonstrate the process. The document then provides practice problems for the user to solve along with the answers. Finally, it recommends interactive games and worksheets for additional practice solving inequalities.
Kevin Eggert wrote about his life from birth to high school in 3 paragraphs. He was born in 1994 in Missouri and baptized the following year. He attended preschool from age 2 to 5 and made friends there who he remains close with. He went to Catholic elementary and middle schools where he participated in religious sacraments including First Communion and Confirmation. Currently, he is in high school where he plays sports and recently got his driver's permit.
Urban Activism Worldwide: Cultural EmpowermentAmplifyCC
Mintzalagunak is an association in Donostia, Basque Country, Spain that provides opportunities for people to speak Euskara, the oldest language of Europe, in order to increase its use and preserve the language. Dashanzi Art Space in Beijing, China provides living and gallery space for artists, many of whom were previously homeless. The Bag Factory in Johannesburg, South Africa runs an artist residency program to facilitate cultural exchange through affordable studios.
Stromback Global Advisors is a venture capital and advisory firm led by serial entrepreneur Rich Stromback. The firm connects clients with leaders in business, finance, technology, and politics worldwide to help achieve clients' objectives. Stromback Global Advisors provides services such as business development, financial relationships, mergers and acquisitions advisory with advisors and associates located across North America, South America, Europe, Africa, the Middle East, Asia, Australia and New Zealand.
DreamBox in Hong Kong encourages entrepreneurship by providing a shop where people can sell products they design and build themselves, including recycled items.
Rede de Centrais de Serviços in Brazil is a network of self-employed workers who offer services like construction, catering, and household work through a central operator.
BiciCentro in Italy collects broken bicycles, fixes them, and sells them to students to enable transportation.
Urban Activism Worldwide: Caring for PeopleAmplifyCC
Oranssi Housing Company in Helsinki, Finland renovates houses for young people looking for a more communal living situation. Members must be under 24 and participate in renovations and maintenance while taking responsibility for the communal lifestyle.
Community garden reporters-book-el_jardin_del_paraisoparkm688
This document provides guidance for conducting an ethnographic interview and collecting associated photos and video for a social innovation initiative. The interview is structured around 10 sections that explore the description, context, history, actors, technologies, communication, future plans, problems, other related social activities, and references of the initiative. Photographers are instructed to capture photos of the context, participants, communication materials, artifacts, and benefits of the initiative. Videographers are asked to film introductions, a history, typical activities, participant interactions, and participant interactions with objects. A release form for subjects is included to allow use of collected photos, video, and statements.
The Green Oasis Community Garden in New York City's East Village neighborhood began in 1981 when Normand Valle and Reynaldo Arenas decided to clean up a blighted vacant lot. They created a large community garden that allows neighborhood residents to grow food and interact with each other. The garden has plots for vegetables, fruit trees, beehives, and hosts events like workshops. It aims to provide a safe green space for community members. The neighborhood had experienced significant arson and destruction in prior decades. The garden helps foster social connections and provides environmental benefits to the area.
The document describes a community garden called El Sol Brillante located in a residential neighborhood in New York City. The garden was established in the 1970s on a formerly vacant lot that had been used for drug use. Currently, garden members focus on growing plants, flowers, fruits and vegetables. They also do composting using an effective micro-organism technique to create fertile soil. The garden hosts biweekly composting workshops and aims to beautify the community while using sustainable practices. There are approximately 40 garden members who vary in occupation but live nearby and use the garden as a hobby and part-time job.
The De Colores Community Yard and Garden is a community garden in New York City's Alphabet City neighborhood started in 1996 by 10 founders. It has 50 member gardeners who grow plants, flowers, fruits, and vegetables in individual 10 square foot plots. The garden provides members an escape from the city into a green space. It has faced challenges from construction delays, soil contamination, and political threats but remains an important community resource.
The Miracle Garden is a community garden in the Lower East Side neighborhood of New York City. It was established in 2006 with a $25,000 grant from Whole Foods to transform a former "drug yard" into a garden. The garden is maintained by a group of 12 volunteers led by Suzy Kutz. It provides a quiet space for neighborhood residents. However, limited funding and membership pose challenges to further developing the garden. The group hopes to fundraise more and recruit additional volunteers to keep the garden open more frequently.
The document describes La Plaza Cultural, a non-profit community garden and event space in New York City. It provides details about the history and formation of La Plaza Cultural in 1976 by local residents and activists looking to clean up an empty lot. It is now a successful space that hosts events, has various volunteer committees, and provides a green space for the neighborhood. The garden faces some challenges around maintaining volunteer support and dealing with issues like noise pollution from events.
The La Plaza Cultural community garden in New York City was founded in 1976 through efforts of local residents and activists to transform vacant, trash-filled land into an open green space. It has since grown to include event spaces, private gardening plots, and committees focused on activities like composting and children's programs. The garden aims to further develop the surrounding neighborhood by improving its facilities and making itself less dependent on volunteer labor. Maintaining community participation and addressing issues like noise pollution pose ongoing challenges to the initiative.
The 9th Street community garden in New York City's lower east side neighborhood provides space for community members to grow crops and gather. Started in 1979 on a vacant lot by resident Augustine Garcia, the garden has grown to one acre and offers amenities like a stage, children's play area, and beehive. The garden's users are mostly local seniors and immigrants who work individually and collectively to maintain the space. It aims to promote environmental awareness, civic responsibility, and a healthier community through gardening and social activities.
The 9th Street community garden in New York City's lower east side neighborhood was started in 1979 by a local resident. It has since grown to one acre in size and provides individual garden plots for its 25 members to plant vegetables, flowers, and trees. The garden aims to revitalize the neighborhood through community involvement in gardening and hosting events. It uses technologies like composting and rainwater harvesting to be environmentally friendly.
Open Source Community Models for Supporting Educational PracticeDominik Lukes
This document discusses how open source community models can support educational practice more effectively than traditional repository models. It outlines several key aspects of successful open source communities, including having a philosophy, structure, roles, financial support, socialization, research, and processes for creating and improving products. The document suggests applying open source community design principles to areas of education like technological innovation, curriculum development, and teaching materials/methods. It poses a discussion question about what features a community would need to foster innovation.
Attention Citizens! Presentation as part of the Citizen Science Workshop - Ni...COBWEB Project
This document provides tips for communicating Citizen Science projects and using social media engagement. It recommends targeting key audiences and engaging citizens early in the design process. Planning social media content should make the project aims and calls to action clear, and explain why citizens should participate and how their contributions will be used. Popular social media channels like Facebook, Twitter, YouTube and Google+ should be used consistently to support engagement with project communities over the long term. Images, video, guest posts, and live events can help build trust and encourage participation and sharing.
The document discusses community action and engagement. It defines key concepts like resilience, vigilance, and accountability. It outlines a 5-point community initiative model of engagement, planning, implementation, development, and sustainability. The purposes of community action are described as addressing issues facing marginalized groups, and involving youth. Competencies around solidarity and contribution to community development are also presented.
1. Students are assigned a group project to identify an environmental issue in their local community and propose a solution. They will visit the project site, document the issue, and present their proposal and completed project.
2. The project has three stages - proposing a solution, receiving approval and executing the work on site, and presenting documentation of the process. Students must engage the community and create environmental and social impact.
3. Deliverables include an A4 report, A2 research poster, and multimedia presentation summarizing the identified issue, proposed and completed solution, and community engagement process. The project aims to increase students' understanding of sustainability and their role in addressing environmental and social issues.
1. Students are assigned a group project to identify an environmental issue in their local community and propose a solution. They will visit the project site, document the issue, and present their proposal and completed project.
2. The project has three stages - proposing a solution, receiving approval and executing the work on site, and producing a final report and presentation. Students must demonstrate their understanding of sustainability concepts and community engagement.
3. Students will be evaluated on their initial proposal, work executed on site, final written report and research poster, and multimedia presentation of the full project process and its environmental and social impact. Proper referencing is also required.
This document discusses empowering disadvantaged communities by connecting them to local, fresh food sources through a mobile app. It notes that fruit trees in Chicago neighborhoods are producing excess fruit that goes to waste while nearby residents rely on processed snacks due to lack of access to healthier options. The proposed solution is to create real-time alerts and maps showing the locations of ripening fruit trees so communities can gather this free, organic produce. The document outlines collaboration details, the target user base of food-insecure individuals, potential data sources, and next steps needed to develop the app idea.
This document outlines a group project assignment for architecture students. The assignment requires students to:
1) Identify an environmental or community issue in their local area. 2) Propose and execute a solution to address the issue. 3) Document their work in a research poster and multimedia presentation. Students will work in groups to explore local issues, engage with the community, and provide designs or services to benefit the public. The goal is for students to apply their skills and increase awareness of sustainability issues.
The M'Finda Kalunga community garden was started in the 1980s in Manhattan's Lower East Side to address drug problems and lack of community in the neighborhood. It provides individual garden plots, classes, events, and other activities. The garden is run by its members and volunteers and aims to be an integral part of the community by offering educational and cultural activities. It has continued successfully through support from grants and donations.
1. This document provides instructions for FoW Explorers on how to help entrepreneurs through a 5 step process: join the Explorers community, find an innovation to support, solve challenges for the innovation, facilitate an event to provide support, and share outcomes to improve innovations.
2. Explorers are asked to connect with innovators, identify challenges to address, and organize events like talks, workshops and mapping sessions to generate solutions.
3. The goal is to help innovators accelerate their initiatives through community support and cross-pollination of ideas. Outputs are shared online to spread knowledge and continue developing the Future of Waste platform.
3. 1.1 Description
What do they do? (Description of service idea, e.g. a
community garden, a food coop, etc). What are the demands/
problems this initiative responds to? What is the aim of the
initiative? What happens and how does it happens? What
benefits does it bring to the neighborhood?
Unlike many other ‘community green gardens’,
the Kenkeleba House is an initiative that attempts
to provide the surrounding community
(neighborhood) with not only a place of beauty or
an escape but an area for artists (specifically
sculptures) to display their works. The pavement of
the ground is not in such a good condition. It keeps
its ‘aesthetic’ purpose; the aim is to work with the
nature growth and to showcase art to bring life to
an area/ community that was once overlooked.
1.2 Context
What is this neighborhood like? How was it before this new
solution took place?
Now a days, Kenkeleba House is situated in a
neighborhood that is home to schools, small
corner shops etc, but before its creation in the late
70’s, was a hare for drugs and crime. The lot where
the garden now sits was once three vacant
buildings that seemed as concealed throughways
for drug dealers to pass from streets to streets;
after a major crack-down in the 70’s, where
reported 6500 arrests were made in three weeks,
the are was left depresses, and a ghost town of
sots.
4. 1.3 History of the initiative
How did the project/initiative start? Who took the initiative? Why?
Can you describe a timeline of events, highlighting success and failure
aspects, major milestones? How far can you go back? How did this
initiative mature? How did it turn to be a real enterprise? (registered,
formalized etc.) Did it receive public or private support of any kind? Did it
help change the public or policy structure?
The initiative started in ‘79-’80 by current manager,
Corrine Jennings . Jennings had been a resident in the
neighborhood for decades and wanted to revive a small
part of the community (to replace a reminder of death
with something more). She received a lease from the city
to begin work; and since then, she and her husband have
received some loans that resulted of the expansion of the
garden that includes an art gallery and now puts on music
and art exhibition as showcases.
1.4 Main actors
Who are the users of this initiative? Who are the promoters of this
initiative? Is there a difference between users and promoters or are they
basically the same? Describe users and promoters lifestyles?
Do the users work as a group or groups? Is there a network of related
organizations and/or individuals? Do they have any form of connection or
exchange with other similar initiatives? Was the group inspired by other
examples? Do you know counter examples, (of service ideas that did not
take-off), cases that went wrong?
The users of the initiative are mainly the artists
themselves, but the garden is open to the community
during their hours, you do not need a membership – it
exists for the community and does not limit the use. The
artists bring their work in and decide with Corinne to see
what locations work best for each art pieces.
5. 1.5. Technologies
What are the technologies that the group uses? How are they
used in system?
The garden itself does not require or promote the
use of specific technologies, sculptures are fairly
permanent, and since any plants that exist are not for
extraction and the nature of the landscape is to work with
and follow nature, tools are not necessary. Corinne may
do some small amount of maintenance, but any
technology used in with installation of works.
1.6. Communication
What communication materials do the group have? (e.g.
website, brochures, postcards, etc). What is the main purpose
of these materials? e.g. to keep participants updated about
activities (internal communication) or to get more participants
(external communication)? Does the group want to have more
participants?
As far as communication materials are concerned,
the main information (bulk) of materials can be found
online on their website; the community participants can
keep up with any events there; it does not appear that they
want to expand communication as they generally
approach to artists for their artworks.
6. 1.7. Perspective for the future
What are the perspective/objectives of the group for the next
3-5 years? What are some of the success factors and possible
risks in the short medium and long term?
It seems that “success” in Corinne’s definition will be
generally dependent on funding; as long as she still has
artists and the space to display their work, here the broad
goals are met.
She seems open to having more community events and
it exited about the exhibition (music and art). They have
the occasion every month or so. Filmmakers also have
used the space before.
1.8. Problems and opportunities
Are there any specific issues/problems/barriers that pose
threats to the initiative? Are there any main areas of concern
among the participants (leaders and users alike)? Are there any
opportunities that could be explored (that are currently not
explored)?
Barriers to the initiative would be financial since there
is no “membership” requirement. The project relies on
supply of funds and artworks.
If Corinne were to be unable to give up the project,
that would create a serious issue, as it is personal
endeavor and remains very much as ‘net’ space (She lives
on the property)
7. 1.9. Indications of other social innovation
Do the users participate in other entrepreneurial endeavors? Do they form
small initiatives on their own? Are members involved in other
“sustainable” services within the community? (Ex. Food Co-op,
carpooling, community gardens, etc)? Do you see evidence of wider
networks that these users contribute to?
Entrepreneurial endeavors by participants does not
seem apparent (no ‘sustainable’ services etc.)
But with respect to wider networks, one gets the sense
that this initiative bleeds into the art and cultural
community of Lower East Side/ New York City in general.
It has notoriety in the artistic community and it viewed
as an essential contribute to cultural character of the
area
1.10. References
Website of the initiative
Interviewee name and contact information (email, address, phone
number)
Other references (websites, articles, other people we should talk to)
Gallery Director –Corrine Jennings (212.674.3939)
Kemkeleba@msn.com
8. Quantitative Data Exercise
How many members does the initiative have? How many are very active
in the initiative? How does individual spaces compare with shared/group
spaces? How many members are involved in other community-based
services? (Food Co-op, activist orgs, clothes swapping, bike sharing, etc.)
What is the size of the initiative in square footage?
- There are no explicitly identified ‘members’ in
projects.
- Corinne and her husband, assistant run and
oversee all projects.
- Members can be constituted on the artists whose
are displayed.
The garden is open to community regardless.
10. Photo Instructions
Please take close-up detailed photos due to the
winter conditions of gardens (ex. Buds, small
greenery, tools, gathering spaces, colorful
areas)
Photos may ONLY be taken with a high
megapixel digital camera (no iphone photos or
low resolution photos)
Choose highest picture quality setting that
camera allows
Always ASK permission before taking photos or
footage of people and/or spaces
See Release Form on the final page of this
document. You MUST have Release Form(s)
signed by the photo/footage subject.
11. Photo checklist
1.Context
1.1 The general context (e.g. landscape, urban area, etc)
1.2 The close context (e.g. the neighbourhood, etc)
1.3 The place from outside (e.g. building, house, etc)
1.4 The entrance (e.g. signage, access door or gate, etc)
1.5 The place from inside (e.g. dedicated room, private places,
gazebo, pond, planting areas, recreational areas, etc)
2. Participant
2.1 Two to three typical users (show them in different
situations, e.g. portrait/standing, in-action, etc)
2.2 The organiser/provider (portrait/standing, in-action, etc)
2.3 Show something characteristic of the user’s motivation to
participate?
2.4 Show the key participants in the service/organization (e.g.
leaders, gatekeepers, organizers, connectors, innovators, etc)
3. Material Artifacts
3.1 Show communication materials of the organization
(leaflets, signage, etc)
3.2 Could you show essential objects that users interact with,
or that provide key moments in the service?
3.3 Could you show evidence of entrepreneurial work by users
or providers? Show intangible/tangible innovations created by
users or providers.
4. Benefits
4.1 Could you show participant benefits? organiser benefits?
collective benefits? environmental benefits? economical
benefits?
5. Perspectives for the future
5.1 Could you show the future perspectives of the solution?
12. Film guidelines
Please take footage of the following:
The person/people you are interviewing. Ask them to introduce
themselves, their role in the organization, and a brief description
of the organization (30 sec)
A brief history of the organization (15-30 sec)
A typical activity taking place in the space including participants
of the organization (30 sec-1 min)
Participants of the organization interacting with each other (30
sec)
Participants of the organization interacting with the space/props/
objects (30 sec)
13. General Release
It is hereby agreed by and between the parties that this
document shall constitute a general release authorizing
Parsons The New School to use the photographs, statements
and video of the undersigned subject in perpetuity, without
any compensation.
It is also understood that the photographs, statements
and/or videos are to be, and may be, used by Parsons for
photographic displays, exhibits, on institution’s website, and
the like, or for inclusion in any brochures, advertisements,
newspapers, newsletters or any similar activities including
print, television or electronic media, at the discretion of
Parsons The New School.
It is further understood by and between both parties to
this agreement that the undersigned subject is not to be
compensated for the use of said materials by Parsons The
New School. The execution of this document constitutes a
waiver of any rights to compensation now or in the future.
It is further understood by and between both parties to
this agreement that this written document constitutes the sum
total of all discussions, negotiations and agreements had with
respect to this release, and that this document, when
executed, represents the entire agreement and understanding
between the parties; any agreement or understanding not
contained in this document is specifically and categorically
denied.
Date:
Subject
Witness