This document summarizes a case study of female Muslim migrants in Balsall Heath, Birmingham. It finds that the majority of the population is Asian or Arab and Muslim. The area suffers from multiple deprivations. Through participatory cultural mapping and walking interviews, the study identified key places in the community where the women engage in cultural and creative activities, such as the mosque, parks, home, and college. These spaces provide opportunities for hybrid sacred and secular engagement. Events like weddings and the Eid Mela festival are also important for big event culture. The study aims to better understand how to include migrant experiences in the local creative economy.
Amb scholar julie ahern rotary presentationOperation Warm
Former Rotary Ambassadorial Scholar Julie Ahern spoke at the Rotary CLub of Winnetka-Northfield in July 2013. She shared how her Rotary experience changed her life for the better, and led her to a fulfilling career as an acclaimed teacher at an arts oriented charter school in Waukegan IL. Julie also shared how she has utilized Donors Choose and other contests to raise funds for supplies for her classroom and students.
Dolphin introduces herself as an outgoing college student who loves making friends from around the world. She has a close relationship with her supportive mother, who gives her advice. Dolphin's first time assisting foreigners in learning Mandarin during a camp was an unforgettable experience. She fondly remembers the naughty kids. Being interviewed as an interpreter was a memorable event. The document encourages pursuing one's dreams and never giving up.
This document discusses school funding in Kansas and analyzes claims made in political advertisements. It explains that schools receive funding from multiple sources with specific rules for how funds can be spent. The general fund, which covers operational costs, has seen its per-pupil funding drop significantly in recent years. While the state is now distributing local property tax funds as state aid, total funding to districts has not actually increased. The analysis aims to provide an unbiased perspective on the school funding debate in Kansas.
Look out for our young entrepreneurs corner at Bamboopalooza tomorrow!commsgreenschool
The document provides an update from Green School including upcoming events. It summarizes that students have been participating in entrepreneurial activities like Bamboopalooza where they will sell handmade products. It also discusses community outreach projects like renovating a home for a family in need. Upcoming events at Green School are listed.
The document is a postcard from Rosa Nelia Burgara to her friend Berenice describing her holiday trip to Australia. In 3 sentences:
Rosa visited two places in Australia - Sydney, a large, modern and cosmopolitan city situated on a natural harbor with a diverse population from around the world; and Alice Springs, a much smaller town in central Australia where most people were indigenous and many were homeless. Rosa describes the weather, people, food, and her experiences in both places and invites Berenice to visit Australia with her next time.
The document outlines plans for the Blue Valley Multicultural Festival, which brings together the many cultures in the Blue Valley school district. It details the client requests from the festival organization, including the objective to bring cultures together and target audiences of parents, students, and teachers. A timeline is provided showing drafts of promotional posters and half-sheets due on September 9th, 12th, and 15th to advertise the September 27th event.
Park University architecture and design students will participate in a local community event where they will create crafts for children. The event, called "We Care", is hosted by furniture companies and benefits the Boys and Girls Club. In previous years, Park students have made crafts like snowmen and reindeer that the children then assemble. The event helps provide gifts for children who may not receive presents otherwise. It is a good opportunity for the students to get involved in their community and network with local firms.
Our etwinning project my everyday school lifedivick
This document describes the everyday school life of 5th grade primary school students in Nea Hili, Greece who are participating in an eTwinning project with partners in 6 other countries. It provides background information about their school and town of Nea Hili, as well as an overview of their various school activities such as folk dancing, sports, first aid lessons, and international day celebrations. It also summarizes the activities they have undertaken so far for their eTwinning project, including introducing themselves, creating a Padlet wall with Christmas wishes, discussing their dream schools, and uploading a video about their school.
Amb scholar julie ahern rotary presentationOperation Warm
Former Rotary Ambassadorial Scholar Julie Ahern spoke at the Rotary CLub of Winnetka-Northfield in July 2013. She shared how her Rotary experience changed her life for the better, and led her to a fulfilling career as an acclaimed teacher at an arts oriented charter school in Waukegan IL. Julie also shared how she has utilized Donors Choose and other contests to raise funds for supplies for her classroom and students.
Dolphin introduces herself as an outgoing college student who loves making friends from around the world. She has a close relationship with her supportive mother, who gives her advice. Dolphin's first time assisting foreigners in learning Mandarin during a camp was an unforgettable experience. She fondly remembers the naughty kids. Being interviewed as an interpreter was a memorable event. The document encourages pursuing one's dreams and never giving up.
This document discusses school funding in Kansas and analyzes claims made in political advertisements. It explains that schools receive funding from multiple sources with specific rules for how funds can be spent. The general fund, which covers operational costs, has seen its per-pupil funding drop significantly in recent years. While the state is now distributing local property tax funds as state aid, total funding to districts has not actually increased. The analysis aims to provide an unbiased perspective on the school funding debate in Kansas.
Look out for our young entrepreneurs corner at Bamboopalooza tomorrow!commsgreenschool
The document provides an update from Green School including upcoming events. It summarizes that students have been participating in entrepreneurial activities like Bamboopalooza where they will sell handmade products. It also discusses community outreach projects like renovating a home for a family in need. Upcoming events at Green School are listed.
The document is a postcard from Rosa Nelia Burgara to her friend Berenice describing her holiday trip to Australia. In 3 sentences:
Rosa visited two places in Australia - Sydney, a large, modern and cosmopolitan city situated on a natural harbor with a diverse population from around the world; and Alice Springs, a much smaller town in central Australia where most people were indigenous and many were homeless. Rosa describes the weather, people, food, and her experiences in both places and invites Berenice to visit Australia with her next time.
The document outlines plans for the Blue Valley Multicultural Festival, which brings together the many cultures in the Blue Valley school district. It details the client requests from the festival organization, including the objective to bring cultures together and target audiences of parents, students, and teachers. A timeline is provided showing drafts of promotional posters and half-sheets due on September 9th, 12th, and 15th to advertise the September 27th event.
Park University architecture and design students will participate in a local community event where they will create crafts for children. The event, called "We Care", is hosted by furniture companies and benefits the Boys and Girls Club. In previous years, Park students have made crafts like snowmen and reindeer that the children then assemble. The event helps provide gifts for children who may not receive presents otherwise. It is a good opportunity for the students to get involved in their community and network with local firms.
Our etwinning project my everyday school lifedivick
This document describes the everyday school life of 5th grade primary school students in Nea Hili, Greece who are participating in an eTwinning project with partners in 6 other countries. It provides background information about their school and town of Nea Hili, as well as an overview of their various school activities such as folk dancing, sports, first aid lessons, and international day celebrations. It also summarizes the activities they have undertaken so far for their eTwinning project, including introducing themselves, creating a Padlet wall with Christmas wishes, discussing their dream schools, and uploading a video about their school.
The Cultural Restoration Tourism Project aims to aid communities in restoring culturally important artifacts through responsible tourism that benefits local populations. The project partners with Baldan Baraivan Monastery in Mongolia, which was destroyed in 1937 but is now being restored with the help of volunteer participants whose tour fees fund the work. This restores cultural heritage and identity for the local community while providing jobs and skills-training.
Once upon a time, there was a happy family of fish who lived next door to a gym buff fish neighbor that the whole neighborhood disliked. The family's kids played a prank by taking the neighbor's pet snails without permission. When the neighbor discovered his snails missing, he angrily confronted the family. The kids confessed and the parents made them clean the neighbor's snail cages for a month as punishment. The following day, the buff fish neighbor smugly supervised the kids as they cleaned, satisfied with their punishment.
The document provides an outline for managing partners of the Flint Hills International Children's Festival. It details the festival's history and objectives of providing arts experiences for children. Festival partners are integral to the success of the festival by offering art activities that educate children and celebrate cultural diversity. The outline estimates that partners will spend $500-1,000 on supplies and activities and recruit an average of 14 volunteers. It provides a planning timeline and estimates of resources required by partners to participate in the festival.
A visit report from 2018 summarizes a day out shopping and eating with friends on a festival day in Taiwan. The group went to a shopping mall, bought clothes and shoes, then ate at a Korean restaurant before going home. In conclusion, the author notes it was an enjoyable unmarried day out together, though they may have spent too much money.
1) A high school freshman sees a classmate, Kyle, get bullied and has his books knocked out of his arms. He helps Kyle pick up his books and glasses.
2) They discover they live near each other and become friends over the weekend, bonding over football. They become best friends over the next four years.
3) At their high school graduation, Kyle gives a speech where he reveals he was planning to kill himself the day they met, but their new friendship "saved" him from doing something unspeakable.
The document discusses whether popular music lyrics can negatively impact children's development. It notes popular music often includes misogynistic, profane, sexually explicit, and violent lyrics. Studies have found exposure to such lyrics can make children and teens more aggressive and impact society in increasingly violent ways. The document calls for better systems to help parents monitor what media their children consume.
The document contains 20 sentences with vocabulary words used in context. It includes words like conflagration, monsoon, diverge, dipsomaniac, volition, munificent, capitulate, pernicious, innocuous, languid, meticulous, intrepid, impetuous, capricious, slaked, ardent, and googol. The sentences demonstrate a variety of tenses and parts of speech for the vocabulary words.
Kyle was being bullied by other students who knocked his books out of his arms. The narrator helped Kyle pick up his books and carried some for him. They discovered they lived near each other. The narrator introduced Kyle to his friends and they spent the weekend together. Kyle revealed in his valedictorian speech that he was planning to kill himself that weekend until the narrator helped him, saving his life.
Touchmark at All Saints - March 2014 NewsletterTouchmark
This document summarizes events that took place in March 2014 at Touchmark at All Saints, a retirement community in Sioux Falls, South Dakota. It describes a Meet the Artist event where local artists displayed and discussed their work with residents. It also introduces Randy Austin as the new Life Enrichment/Wellness Director. Additionally, it discusses Olympic-themed activities the community held and upcoming events in March and April like a bus trip to a museum, St. Patrick's Day celebrations, and concerts.
This document discusses World Water Day and raising awareness about water issues faced in parts of Africa like Burkina Faso, Eritrea, Ethiopia, Ghana, Kenya, Malawi, Togo, Uganda, and Zambia. It suggests activities children can do at home and school like drawing pictures of how they use water, writing poems, making songs, and fundraising to help families in Africa gain access to clean water.
This document contains summaries of different life experiences written by a student named Jing Jing Zheng. The summaries discuss taking responsibility for their cousin who lived with them, overcoming a fear of public speaking by preparing and presenting well in front of their English class, earning their high school diploma by continuing their studies at an adult school after dropping out, enjoying a first visit to the Cheltenham Badlands Park during a family trip, and taking their cousin trick-or-treating on Halloween.
This document lists various workshop options for students to choose from. The workshops involve volunteering for charities like making toys for sick children, cleaning beaches and parks, fundraising, teaching older adults technology skills, and more. Most workshops are free or cost $5-10 and take place at the school as well as locations in the community. Students are asked to select a first and second choice workshop and submit their selection forms by Friday November 19th.
Students at Robinson CLC elementary school in Akron, Ohio have participated in various community service projects to help others, including making cookies and giving a tour for firefighters, collecting personal items for a women's shelter, making flowers and vases for a nursing home, writing letters of encouragement to service members, cleaning up around their school, planting flowers, making blankets for a homeless shelter and baskets for families in transitional housing, earning rice for other countries through a math game, donating to a breast cancer fundraiser, and more. The school encourages others to also make a difference in their community through service.
Students at Robinson CLC elementary school in Akron, Ohio have participated in various community service projects to help others, including making cookies and giving a tour for firefighters, collecting personal items for a women's shelter, making flowers and vases for a nursing home, writing letters of encouragement to service members, cleaning up around their school, planting flowers, making blankets for a homeless shelter and baskets for families in transitional housing, earning rice for other countries through a math game, donating to a breast cancer fundraiser, and more. The school encourages others to also make a difference in their community through service.
Ekin Harmanci is a high school student in Istanbul, Turkey who is highly involved in leadership, community service, research, and entrepreneurial activities. She speaks 5 languages and has received many awards for her academic and extracurricular achievements. Her extensive resume shows leadership of various organizations focused on animal rescue and rights, in addition to coordinating many community service projects to help those in need. She is currently enrolled in a selective high school and takes online courses to further her education goals.
The Purple Feet Foundation is a 501(c)3 nonprofit that runs an annual summer program called thinc to inspire at-risk students. The week-long residential program challenges students through activities and visits colleges to help them envision their potential. During the school year, career talks keep students engaged. The program brings students from different areas each summer and is funded entirely by donations.
This document contains images and descriptions of graphic design work from the senior portfolios of students at Benedictine University. It includes advertisements, brochures, posters, business cards, and press releases showcasing the students' skills in graphic design, photography, and digital art. The works showcase themes related to education, art, sports, yoga, and travel.
Marin City Library Library Commission PresentationDiana Lopez
The Marin City Library held many educational and fun programs throughout the year for children and families. These included maker clubs, games that teach curriculum, guest readers like former basketball player Adonal Foyle, and a summer learning kickoff party. The library also took a giant Jenga game to the county fair and held monthly family game nights. The Friends of the Library supported these programs and events with donations.
The ‘Memory Treasure’ project aims to re-affirm the positive image of elderly Jewish community members, to
highlight their achievements and unique life experiences, but primarily – to connect the younger generations of
the local Jewish communities to their grandparents in a creative and inspiring way.
The document describes various aspects of life in Ghana including social classes, life in villages and cities, the life of children in villages and cities, languages spoken, chieftaincy and inheritance practices, religions, and Andrea's PPP Africa organization which helps families grow out of poverty. Life differs between villages and cities - villages have close-knit communities where people know each other well and rely on farming, while cities have a focus on business. Children in villages and cities have distinct daily routines depending on their environments.
The Cultural Restoration Tourism Project aims to aid communities in restoring culturally important artifacts through responsible tourism that benefits local populations. The project partners with Baldan Baraivan Monastery in Mongolia, which was destroyed in 1937 but is now being restored with the help of volunteer participants whose tour fees fund the work. This restores cultural heritage and identity for the local community while providing jobs and skills-training.
Once upon a time, there was a happy family of fish who lived next door to a gym buff fish neighbor that the whole neighborhood disliked. The family's kids played a prank by taking the neighbor's pet snails without permission. When the neighbor discovered his snails missing, he angrily confronted the family. The kids confessed and the parents made them clean the neighbor's snail cages for a month as punishment. The following day, the buff fish neighbor smugly supervised the kids as they cleaned, satisfied with their punishment.
The document provides an outline for managing partners of the Flint Hills International Children's Festival. It details the festival's history and objectives of providing arts experiences for children. Festival partners are integral to the success of the festival by offering art activities that educate children and celebrate cultural diversity. The outline estimates that partners will spend $500-1,000 on supplies and activities and recruit an average of 14 volunteers. It provides a planning timeline and estimates of resources required by partners to participate in the festival.
A visit report from 2018 summarizes a day out shopping and eating with friends on a festival day in Taiwan. The group went to a shopping mall, bought clothes and shoes, then ate at a Korean restaurant before going home. In conclusion, the author notes it was an enjoyable unmarried day out together, though they may have spent too much money.
1) A high school freshman sees a classmate, Kyle, get bullied and has his books knocked out of his arms. He helps Kyle pick up his books and glasses.
2) They discover they live near each other and become friends over the weekend, bonding over football. They become best friends over the next four years.
3) At their high school graduation, Kyle gives a speech where he reveals he was planning to kill himself the day they met, but their new friendship "saved" him from doing something unspeakable.
The document discusses whether popular music lyrics can negatively impact children's development. It notes popular music often includes misogynistic, profane, sexually explicit, and violent lyrics. Studies have found exposure to such lyrics can make children and teens more aggressive and impact society in increasingly violent ways. The document calls for better systems to help parents monitor what media their children consume.
The document contains 20 sentences with vocabulary words used in context. It includes words like conflagration, monsoon, diverge, dipsomaniac, volition, munificent, capitulate, pernicious, innocuous, languid, meticulous, intrepid, impetuous, capricious, slaked, ardent, and googol. The sentences demonstrate a variety of tenses and parts of speech for the vocabulary words.
Kyle was being bullied by other students who knocked his books out of his arms. The narrator helped Kyle pick up his books and carried some for him. They discovered they lived near each other. The narrator introduced Kyle to his friends and they spent the weekend together. Kyle revealed in his valedictorian speech that he was planning to kill himself that weekend until the narrator helped him, saving his life.
Touchmark at All Saints - March 2014 NewsletterTouchmark
This document summarizes events that took place in March 2014 at Touchmark at All Saints, a retirement community in Sioux Falls, South Dakota. It describes a Meet the Artist event where local artists displayed and discussed their work with residents. It also introduces Randy Austin as the new Life Enrichment/Wellness Director. Additionally, it discusses Olympic-themed activities the community held and upcoming events in March and April like a bus trip to a museum, St. Patrick's Day celebrations, and concerts.
This document discusses World Water Day and raising awareness about water issues faced in parts of Africa like Burkina Faso, Eritrea, Ethiopia, Ghana, Kenya, Malawi, Togo, Uganda, and Zambia. It suggests activities children can do at home and school like drawing pictures of how they use water, writing poems, making songs, and fundraising to help families in Africa gain access to clean water.
This document contains summaries of different life experiences written by a student named Jing Jing Zheng. The summaries discuss taking responsibility for their cousin who lived with them, overcoming a fear of public speaking by preparing and presenting well in front of their English class, earning their high school diploma by continuing their studies at an adult school after dropping out, enjoying a first visit to the Cheltenham Badlands Park during a family trip, and taking their cousin trick-or-treating on Halloween.
This document lists various workshop options for students to choose from. The workshops involve volunteering for charities like making toys for sick children, cleaning beaches and parks, fundraising, teaching older adults technology skills, and more. Most workshops are free or cost $5-10 and take place at the school as well as locations in the community. Students are asked to select a first and second choice workshop and submit their selection forms by Friday November 19th.
Students at Robinson CLC elementary school in Akron, Ohio have participated in various community service projects to help others, including making cookies and giving a tour for firefighters, collecting personal items for a women's shelter, making flowers and vases for a nursing home, writing letters of encouragement to service members, cleaning up around their school, planting flowers, making blankets for a homeless shelter and baskets for families in transitional housing, earning rice for other countries through a math game, donating to a breast cancer fundraiser, and more. The school encourages others to also make a difference in their community through service.
Students at Robinson CLC elementary school in Akron, Ohio have participated in various community service projects to help others, including making cookies and giving a tour for firefighters, collecting personal items for a women's shelter, making flowers and vases for a nursing home, writing letters of encouragement to service members, cleaning up around their school, planting flowers, making blankets for a homeless shelter and baskets for families in transitional housing, earning rice for other countries through a math game, donating to a breast cancer fundraiser, and more. The school encourages others to also make a difference in their community through service.
Ekin Harmanci is a high school student in Istanbul, Turkey who is highly involved in leadership, community service, research, and entrepreneurial activities. She speaks 5 languages and has received many awards for her academic and extracurricular achievements. Her extensive resume shows leadership of various organizations focused on animal rescue and rights, in addition to coordinating many community service projects to help those in need. She is currently enrolled in a selective high school and takes online courses to further her education goals.
The Purple Feet Foundation is a 501(c)3 nonprofit that runs an annual summer program called thinc to inspire at-risk students. The week-long residential program challenges students through activities and visits colleges to help them envision their potential. During the school year, career talks keep students engaged. The program brings students from different areas each summer and is funded entirely by donations.
This document contains images and descriptions of graphic design work from the senior portfolios of students at Benedictine University. It includes advertisements, brochures, posters, business cards, and press releases showcasing the students' skills in graphic design, photography, and digital art. The works showcase themes related to education, art, sports, yoga, and travel.
Marin City Library Library Commission PresentationDiana Lopez
The Marin City Library held many educational and fun programs throughout the year for children and families. These included maker clubs, games that teach curriculum, guest readers like former basketball player Adonal Foyle, and a summer learning kickoff party. The library also took a giant Jenga game to the county fair and held monthly family game nights. The Friends of the Library supported these programs and events with donations.
The ‘Memory Treasure’ project aims to re-affirm the positive image of elderly Jewish community members, to
highlight their achievements and unique life experiences, but primarily – to connect the younger generations of
the local Jewish communities to their grandparents in a creative and inspiring way.
The document describes various aspects of life in Ghana including social classes, life in villages and cities, the life of children in villages and cities, languages spoken, chieftaincy and inheritance practices, religions, and Andrea's PPP Africa organization which helps families grow out of poverty. Life differs between villages and cities - villages have close-knit communities where people know each other well and rely on farming, while cities have a focus on business. Children in villages and cities have distinct daily routines depending on their environments.
Guyuan is a city of 200,000 people in northwest China where the average annual income is 1800 yuan (£150) and many residents live in poverty. The main occupations are farming and market gardening. While education is valued, many children cannot attend secondary school or university due to the high costs and need for children to work to support their families financially.
This is a presentation by Matthew about his experience in Nairobi visiting with the children from the Hanne Howard Project (www.hannehowardfund.org) in the Lenana slum.
Alfdaniels Mivule Basiibye Mabingo is from Uganda and discusses growing up there. He came from a large family of 23 siblings from the Baganda people in central Uganda. As a child in Uganda, he helped on the family farm and in the community. Children learn through play, songs, dances and stories. Music and dance are an important part of Ugandan culture, accompanying every stage of life. The document provides context about Mabingo's background and highlights aspects of community, culture and the role of music in Uganda.
The teddy bear attended a project meeting in Eger, Hungary with teachers and students from 7 partner countries. It then traveled to Sibiu, Romania where it spent 7 weeks learning about the local school, culture, and taking trips around the area. It grew close with the students in classes 4A and 3A, visiting their homes and participating in lessons and activities. The teddy bear enjoyed learning about Romanian traditions like Halloween celebrations and folk dancing. It is now time to say goodbye and return home after gaining experiences in Hungary and Romania.
Children love to hear and read stories that help them discover their own uniqueness and affirm good values. I use the vehicle of storytelling and story creation to drive home important messages like honesty, self acceptance and building safer communities.
This document provides information about a fundraising concert benefiting the Children's Discovery Museum Foundation. The concert will feature musical performances by local doctors and raise money to support the museum's educational programs and exhibits. Donations from the event will help the museum provide free admission, scholarships, and new exhibits and programs to educate children. The concert encourages donations by highlighting the museum's positive impact on the community.
The newsletter provides information about upcoming events at the British International School in Ho Chi Minh City, including:
- A parent workshop on digital citizenship on March 18th.
- The spring concert on April 1st.
- Parent teacher meetings on April 7th and 8th.
- Details on sports programs, dance shows, and the new coffee shop opening at the school.
- Menus for the school cafeteria in the coming weeks.
This document discusses various aspects of East African culture including dress, education, art, attitudes, and food. It provides examples of traditional clothing like kangas worn by women and descriptions of common attitudes like "hakuna matata" meaning no worries. The document also shares pictures and descriptions of cultural practices from individuals in Eritrea and Ethiopia including traditional clothing, coffee ceremonies, religious icons, and food like injera and plantains that are highly valued in these cultures. It aims to educate about East African culture through examples of daily life.
The document describes the life story of the author's mother. It details her birthplace and family, education experiences moving between schools as a child, important friendships, career path working as a teacher in Spain and London, having two children, and future aspirations to work abroad again and retire near the sea.
This document provides information about students' lives in Mozambique from a portfolio created by Ben. It summarizes responses from two students, Lindo and Horacio, about the importance of education. It also describes the languages spoken by students, traditions and food of the Makonde people, holidays and greetings, and aspirations of the students. At the end it provides an update that Ben is now teaching English in a town called Nametil that has a newly built school.
CATCO offers acting classes, school matinee performances, and summer camps for children and teens. Classes range from $75 for a week of audition training to $250 for a 10-week performance program. Summer camps are available at various price points from $25 for a 50-minute session to $350 for an intensive two-week program.
The Columbus College of Art and Design provides art classes and workshops on Saturdays for students of all ages for $50-250. Their student exhibitions may interest high schoolers.
The Columbus Museum of Art offers school tours focusing on critical thinking and free admission on Sundays. They provide teacher professional development through their Creativity Institute.
The Imagine 2015 festival consisted of 59 arts events and workshops across Sutton from June to October, with the aim of making arts accessible to all. Over 2,270 people attended events and 550 participated in workshops, exceeding the goal of engaging 1,500 people. Feedback was very positive, with comments praising the intergenerational and community-building aspects. Most attendees were regular library users and heard about events through word of mouth or library brochures. Organizers will work to engage more older and younger age groups for Imagine 2016 based on lessons learned.
Yuvabharathi Conducts Model United Nations Chapter 2.pdfyuvabharathischool
Yuvabharathi Conducts Model United Nations Chapter 2.
Yuvabharathi has been ranked as Number 1 in the city - Top CBSE school in Coimbatore- for three years by the EducationWorld Magazine and has made it to the prestigious list of Top 50 Schools that have been recognised as 'Future 50 Schools Shaping Success '. Having established itself as the Best Public School in Coimbatore in its first decade, it is the fourth time in a row that Yuvabharathi was conferred as one of the Top Schools in India in 2022 and won accolades for excelling in the categories namely Academic Excellence, Co-curricular activities, Best infrastructure school, Excellence in Sports Education, STEM Education, Best Happiness Quotient Index School, Excellence in Inspirational leadership, Best Online Teaching Practices and the Best CBSE School by Brainfeed School Excellence Awards.Careers360 magazine has awarded the Best Schools in India 2022 certificate with an AAAA+ grade to Yuvabharathi Public School for the academic year 2021-22.
The document provides information about the No. 1 Befriending Agency, a social enterprise that aims to reduce loneliness through friendship and companionship programs in Scotland. It discusses the agency's heritage project which incorporated heritage exploration into befriending services through weekly in-person and online events. The project captured intergenerational stories from different cultures around common themes of living spaces, music, gardens, and food. It highlighted how the project promotes well-being and allows voices to be heard through film and written work.
A Snapshot of the Curriculum at Ilsham C of E AcademyChris Acky
Welcome to Ilsham Primary School. The school has internet cafes in classrooms to help with learning. Classes participate in activities like silk screening flags, visiting elderly homes, Christmas productions, and cycling proficiency. Students learn about cultures like Uganda and India. Classes study topics through activities like a Mad Hatter's tea party, beach investigating, and dressing up for a Roman day. The school celebrates learning with displays and exhibitions for parents. It aims to provide a happy and challenging learning environment.
The document summarizes several passages about different topics:
1) Our School Exhibition - describes an art exhibition held by a school showcasing students' work.
2) Recess Time in Our School - depicts the busy recess period at a school with students rushing to the canteen.
3) Teachers' Day - explains how Teachers' Day is celebrated to honor teachers for their hard work and guidance.
4) A Squatter Fire - recounts a house fire in a squatter area that destroyed many wooden homes.
5) Memories of My Childhood Days - shares fond memories from the narrator's childhood like learning to ride a bike.
6) A Wedding
- The newsletter provides information about upcoming events at Al Yasmina School including Friends of Al Yasmina meetings, individual student photos, National Day celebrations, and musical performances.
- It discusses recent fundraising efforts for breast cancer awareness that raised 14,500dhs and upcoming fundraising activities for the school's festive fayre.
- It provides updates from different departments in the school including music, Arabic, science, and reception. It also includes information about car parking procedures and notices from different year groups.
Similar to Saskia Warren: Connecting diverse communities into the creative economy? A case study of female Muslim migrants in Balsall Heath (20)
Tim May: CIRCUS - Collaborative Interdisciplinary Research Connecting Urban S...Phil Jones
CIRCUS is a collaborative research project led by Professor Tim May at the University of Salford. It has four main elements: a seminar series on cultural intermediation, reflection on research practices and knowledge exchange, producing outputs through new media, and a PhD investigating relationships between communities and universities. The project aims to critically examine the role of universities as cultural intermediaries and explore how to produce knowledge that is both excellent and relevant to communities. It involves workshops and conferences bringing together academics, practitioners, and other stakeholders. Future publications and events are planned to further these goals.
Laura Ager: Universities and festivals: thinking critically about cultural pr...Phil Jones
This document discusses the relationship between universities and cultural festivals. It notes that universities are increasingly partnering with festivals as part of their public engagement and knowledge exchange agendas. However, universities are also facing budget pressures that make them more exclusive and corporate. The document considers different perspectives on what festivals represent, from temporary spaces of freedom to opportunities for resistance or commercial recuperation. It raises questions about the role of universities in festivals and how collaborations might enable public cultural programming or risk being co-opted by market forces.
This document provides an overview of the Cultural Intermediation Project, which aims to enhance cultural intermediation between communities and the creative economy. It involves case studies in Birmingham and Manchester to examine how cultural intermediaries connect deprived communities to cultural activities. The project consists of work packages on valuation/mapping, history, governance, communities and interventions. It also involves community pilots, evaluations, and workshops to understand cultural values and design interventions. The goal is to produce publications, papers and presentations to disseminate the findings.
Dave O'Brien: Thinking about Some CitiesPhil Jones
This document discusses the Some Cities photography project in Birmingham. It provides an overview of the project, roles of partner organizations, the evaluation process involving local participants, and key findings. Participants reported social benefits from interacting with others, increased confidence with photography skills, and a new appreciation for their city through the project. The evaluation captured personal narratives and development while documenting the social and cultural impacts of the project.
Paul Long: Culturing communities? Understanding intermediation and localityPhil Jones
This document discusses a research project exploring how cultural intermediation connects communities to the creative economy. The project aims to understand how intermediation engages hard-to-reach communities and how to measure the value of these activities. Key research questions examine how formal cultural intermediation has involved different communities and facilitated their connection to the creative economy. The investigations will take empirical perspectives from within communities in Balsall Heath and Ordsall to understand the dynamic sites of cultural policy implementation and cultural production.
Paul Long Royal Geographical Society 2014 presentationPhil Jones
Whose Culture, Whose Creative City. A paper given by Paul Long of the AHRC-funded Cultural Intermediation project at the Royal Geographical Society annual conference in August 2014.
Cultural Intermediation as the Practice of GoverningPhil Jones
This document summarizes the work of a research project team examining cultural intermediation and governance. The team took an interdisciplinary approach, studying cultural intermediation through an arts and humanities lens. They examined cultural intermediation's role in both formal governance structures and informal everyday practices. Through baseline assessments, case studies, and diary-keeping with participants, the team explored how cultural intermediation connects and disconnects different cultural sectors and communities. Their goal was to understand how cultural intermediation could help "re-govern" creative cities to be more inclusive. The team planned to share their findings through academic publications, policy discussions, and local seminars.
This document provides an overview of a 4-year cultural intermediation project with the overall aim of enhancing how cultural intermediation connects different communities to the creative economy. The project is divided into work packages focusing on valuation and mapping, history, governance, communities, and interventions. Outputs so far include a published article, papers under review, chapters in edited books, and various conference presentations. The attached schedule outlines presentations on topics like governing grey spaces and community experiences, followed by discussion and a local history walk.
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Phil Jones Project Overview and International ComparisonsPhil Jones
This document provides an overview of a 4-year cultural intermediation project. The project aims to enhance the effectiveness of cultural intermediation in connecting communities to the creative economy. It involves several work packages over the 4 years, including scoping, valuation/mapping, governance, communities, and interventions. The document also summarizes international case studies in Delhi, Guangzhou, Medellin, Budapest, and Chicago, looking at their populations, creative sectors, policies, flagship projects, and issues of inclusion. Finally, it outlines the schedule for a project meeting, including presentations on cultural policy management, reflections from project partners, governance findings, and a field visit.
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This work package will explore how cultural intermediation connects communities to the creative economy through case studies in Birmingham and Manchester. It aims to understand how intermediation impacts communities and what cultural learning is facilitated. The research will use ethnography including interviews and events to examine how formal cultural intermediation has engaged hard-to-reach communities and supported their involvement in the creative economy. Local community researchers will be trained to help co-create knowledge and benefit from skills development. Planned outputs include academic publications, case studies, engagement guides and events, and online dissemination of lessons learned.
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Saskia Warren: Connecting diverse communities into the creative economy? A case study of female Muslim migrants in Balsall Heath
1. Connecting diverse communities into the creative economy?
A case study of female Muslim migrants in Balsall Heath
Dr SaskiaWarren
University of Birmingham
Old Print Works, Balsall Heath, October 2014
3. Balsall Heath: ‘From red lights to green shoots?’ (BBCNews.co.uk)
60% of the population recorded
themselves as Asian and 10% as Arab,
with 71% stating their religion as
Muslim (Census 2011).
Birmingham City Council
Priority Neighbourhood
•Identified as falling in the worst 5%
nationally for multiple deprivations
(25 identified in Birmingham below the
level of districts)
•Indicators include: education,
unemployment, health, crime, housing
• Only area in the UK to pilot
Neighbourhood Budgeting and
Neighbourhood Planning
8. ‘Prayers and read Quran’
‘Bazaar in mosque’
‘I go with my daughter to the park’
‘I went to my sister’s [home] to
have dinner’
‘I visited the library. I read some
books, use the computer and
sometimes they sell toys for
children’
‘I bought the black henna from the
Arabic shop’
9. Participatory cultural mapping: findings
14
14
10
5
5
4
2
2 1
Mosque Park Shopping Library Home-place Gym Walking School Art Centre
11. Case one
Route: Women’s only gym – past pharmacy – local corner shop
Aaleyah (Sudan)
She asks me to accompany her to the women’s only gym... Afterwards we go to a local shop where she
carefully checks the ingredients written in Arabic on packaged foods. She goes to the park in the summer.
The last time she went to the cinema was 25 years ago; as it “does not ‘respect’ her beliefs”. She uses
Skype to take part in Koranic classes with people around the world and has a teacher in Saudi Arabia.
Haifa (Libya)
At the weekend she cooks and cleans. She sometimes goes to the supermarket, or her husband does.
Occasionally she buys ingredients to make a cake. She does not watch films or go to art exhibitions or
festivals because they do not “agree with her beliefs”. Sometimes she visits her friend’s home in Balsall
Heath. She talks to friends and family in Libya using social media networking Viber and Whatsapp.
12. Case Two
Route: Past home - Daughter’s school – clothes shop - Cannon Hill Park – Aldi –
College
Thana (Yemen)
She never goes out in the evening because she is too scared. She has lived on the same road with her
extended family for 17 years (her husband lives in Saudi Arabia). We enter a local clothes shop but the
dresses are too expensive for her – she gets clothes bought and sent from Yemen. Her aunt takes
photographs on Whatsapp . She goes to the park and visits the supermarket often with her family. At
school she read Shakespeare’s Romeo and Juliet. Life is mostly spent going to college to improve her
English, caring for her father, looking after her daughter, cooking and cleaning.
13. Case Study Three
Route: Playground – Calthorpe Park – Community Centre – Daughter’s school –
Home – Garden – Library – College
Haifa (Yemen; husband Anglo-Bangladeshi)
She goes to the nearby playground twice a week with her children,
where she spends time with other mothers from the area. She makes
her own clothes. She is proud of growing her own vegetables and
fruit: tomatoes, green beans, coriander, spinach (UK),and green
marrow plants (Yemen).
Her husband says laughing:
‘She likes her independence, I like my peace.’
In the evening she sometimes watches Star TV (a Turkish nationwide
TV channel). For a special occasion, she once visited Star City, a
complex where she went bowling and ate food with the family.
14. Case Study Three
Route: Playground – Calthorpe Park – Community Centre – Daughter’s school – Home – Garden
– Library – College
Haifa listens to music with her daughter, and sometimes alone:
“I listen ‘but I do not go from Allah. They think if I listen, I’ll start acting differently... Become western
culture. But I pray, I know Allah, I read the Koran – why is it haram? We are not all the same...
No person can say this is haram, because everyone is different.”
15. Case study Four
Route: Cannon Hill Park – Midlands Art Centre – Exhibition – College
Madeeha and Maimoona (Twins; British Pakistani)
Have lived in Balsall Heath all of their lives and never want to leave. They love Bollywood. They go to the
local park 3 or 4 times a week. Madeeha has been to the local arts centre in the park – she introduces her
sister to an immersive exhibition. They are more animated when talking about weddings. They talk over
each other, enthusiastically telling me about dancing, singing, buying new colourful clothes, and wedding
parties of over 800 guests. I’m invited to their cousin’s wedding in the coming autumn. The social highlight
of the year is the Birmingham Eid Mela festival, celebrating the end of Ramadan, which is held in the park
we are walking in.
We head back to the college. They say to their teacher: “We went into an exhibition, it was really good. It’s
quite scary... there was a dead man inside!” The teacher takes a leaflet and says she will go with
colleagues.
16. Inserting migrant experiences into the creative economy?
College – creativity in the classroom
Mosque - learn Koran better; safe
space to go and food on Friday
Home - reading; music (for some);
dancing (for some); cooking; TV
(Eastenders; Asian programmes); arts
and crafts with children; growing
plants
Hybrid sacred and secular public nodes for cultural and creative engagement:
Parks – walking; cricket; picnics; playground; fair; Eid Mela
Big event culture - Summer weddings (dancing and music); Eid Mela
17. Thank you
Dr SaskiaWarren
University of Birmingham
Email: S.Warren@Bham.ac.uk
Twitter: @ SaskiaWarren1
http://www.culturalintermediation.org.uk/
@CultIntermed
Editor's Notes
This paper on women Muslim migrants in Birmingham is part of a wider project on how the so-called ‘hard-to-reach’ – a term mobilised by Arts Council and Birmingham City Council - experience inclusion or exclusion in the urban creative economy. The ways in which the creative economy is experienced locally, particularly within peripheral spaces of the city, remains under-studied, along with tailoring place-based methods to an exploration of its everyday dimensions.
The area we are working in is Balsall Heath which is 2.5miles south of the city centre. To give some context , the ward Balsall Heath is located within has received considerable UK and US media attention as part of public anxiety over ‘Operation Trojan Horse’, an investigation into an alleged fundamentalist Islamist plot to take-over 21 schools in Birmingham.
Media coverage of the area centred on extremism is layered upon its reputation as a former red light district with prostitutes once visible on the street and in windows (Hubbard and Saunders 2003). The area has become stigmatised and sensationalised, therefore, as a place of illicit, threatening and transgressive behaviour by very different kinds of marginalised groups.
Intra-religious divisions in Sparkbrook have also gained visibility, for example, in the recent interruptions to dancing and music as part of Chand raat celebrations on the night before Eid by a small group of conservative Muslims, terming themselves the Shaytaan police (‘Devil police’), which was circulated on social media and headlined local newspapers.
[NOTES: Education Secretary Michael Gove expected to dismiss the governing bodies of five schools being declared inadequate, including Golden Hillock, Park View, Nansen, Oldknow, and Saltley. Three schools were given a snap Ofsted Inspection: Gracelands Nursery School; Ladypool Primary School; Montgomery Primary Academy. Waseem Yaqub, fomer Head of Governors at Al-Hijrah school, called it "a McCarthy-style witch-hunt" and that the letter was used by councillors "to turn on [Muslims] and use Muslims as scapegoats“]
Rewinding eighteen months - to before the Operation Trojan Horse story - we selected Balsall Heath for a number of reasons.
Firstly, Balsall Heath is a diverse area, in what is now described as a super-diverse city. In the most recent UK census of 2011 60% of the ward population recorded themselves as Asian and 10% as Arab, with 71% stating their religion as Muslim (Census 2011). The area has been the home of new migrants to Birmingham since Yemeni groups settled in the 1940s, with waves of Pakistani and Syhlet Bengali groups arriving from the mid-1950s, and more recent migrants from Afghanistan, Sudan and Somalia.
Secondly, Balsall Heath faces some of the highest levels of social and environmental deprivation in the UK. Accordingly, Birmingham City Council has named the area one of its “Priority Neighbourhoods”.
Thirdly, Balsall Heath has an infrastructure of trusts, charities, neighbourhood forums, schools and places of worship which serve as local nodes and networks for different resident communities.
Lastly, in a connected point, the neighbourhood has seen a rise in arts programmes which have sought to engage ‘hard-to-reach’ communities. Importantly, these initiatives have been identified and built upon by local authority cultural pilots.
Given changes in the area in terms of governance, demographic and cultural initiatives it is a unique place in which to investigate the experiences of recent and second generation migrant groups in creative economic activity at the local level.
How did we go about doing this? We attended local events, spoke to people, wrote letters and emails to schools, colleges, artists and arts organisations, trusts, neighbourhood forums and places of worship. One particularly serendipitous opportunity was created by turning up at an open day of a local Women’s only college.
An adult education teacher – a second generation British Pakistani female – was enthused about the potential of the research. She took me to her ESOL classroom and showed me how everyday creativity was used to enhance learning objectives via a wall display her students had made from hand. The students had been asked to research architectural icons in Birmingham, creating a bridge from the local neighbourhood to the city core. Many of the females were recent migrants to the city, from countries of origins including Pakistan, Yemen, Somalia, Sudan, Iraq and Algeria. The tutor was acting as an intermediary before the research, imaginatively connecting students with cultural institutions and flagship icons in the city. This role was formalised as that of community intermediary in the project where she introduced the research to the project and supported recruitment.
Initial stages to build trust and stimulate thinking about the terms of the project, involved asking the students to bring in objects to the classroom which were meaningful and held value for them. Most of the objects brought in – wedding jewellery and dresses – had literal value – items of material worth. Although one student also brought in a diary of poetry and another showed her recently hennaed hands.
Given the breath of ethnic, cultural and spiritual traditions – including Arabic Muslims, Asian Muslims, and British Muslims - the heterogeneity of cultural and creative experiences of Muslim Women was evident. This was revealed as we sequed into our mixed methods of a participatory cultural mapping exercise and walking interviews.
Instead of tracing the flow and reception of arts programmes to audiences, we aimed to take a bottom-up approach to improve understanding of how, in what modes and forms our participants engaged with cultural and creative activity (if at all). Of particular interest, was learning about what activity interviewees engage with in the local neighbourhood. This was to begin to investigate whether a stated move towards localism in cultural policy and funding pilots was impacting upon experience of place in the case study group.
Informed by the work of Steve Cinderby the participatory exercise was undertaken in the women’s college classroom. It was intended to engage those who are not usually consulted with or who attend meetings on cultural policy and practice in the city. The value of engaging for residents was envisioned as an opportunity to improve cultural and creative opportunities in a neighbourhood with multiple social and environmental deprivation “where sensitive improvements can greatly enhance people’s quality of life” (Cinderby 2007, 5).
Large maps of the neighbourhood were used with a female facilitator on hand to support the exercise. Students were introduced to the maps – in some cases introducing students to map-reading - and asked to pinpoint the places they visit in any ‘free’ time (explained as time outside of work, college, religious, and domestic duties).
The participants were told by the researcher and their usual teacher that we were open to any interpretation of cultural and creative activity. No answers were wrong. Many of the women in the study had limited free-time in their day-to-day lives therefore by taking the maps into the classroom we were able to overcome more practical barriers to participation. During four 1.5hours classes we mapped the responses of 23 participants using post-it notes and group discussions.
[The mosque and park received the highest number of flags]
[Followed by the nodes of shops, the library and home]
The participatory cultural mapping exercise begin to reveal the variables of gender, religion, ethnicity, education and issues of morality in researching the interstices of migrant groups, urban spatial politics, and cultural and creative engagement.
In the next stage of the research we invited volunteer participation in go-along walking interviews of significant cultural and creative places visited in the neighbourhood. Flexibility was built in: participants could do the tours independently of the researcher, in their first language or English, one-on-one or in self-elected groups. Walking interviews were conducted with eleven female students (and four children also accompanied us).
Lack of time, confidence and familial responsibilities were contributing factors to the cancellation of walking interviews informing understanding of why the so-called ‘hard-to-reach’ may remain disengaged with research, consultations and public provision at the local and city level even when the willing to take part is there.
The participants who did the walking interviews were keen to talk. Interviews lasted between 40 minutes to 120 minutes with the length determined by the interviewees.
Women muslim migrants’ routines in the area of Balsall Heath were characterised by fleeting and cautious engagements with public space. Orientating the neighbourhood on foot without a practical purpose – such as going shopping, or dropping children to school - was beyond the routine experiences for many females in the study. The social-spatial qualities of talking whilst walking required a leisurely traversing of public space which uncovered perceptions of its exclusionary secular and gendered dimensions.
Most of the female participants in the walking interview were non-conservative in some way, such as being divorced; financially independent; or with a husband living in a different city or country. The argument that class shapes spatial practices has been advanced elsewhere, with those who are more educated, also more likely to travel further for higher education (Mohammed 2005). In the present study the participants cannot straightforwardly be grouped according to class, education or ethnicity, but, significantly, only three of those who did the walking interviews were house-wives. The first case study offers an exception: both women were conservative Muslim – in this case strict religiosity was performed. Also there were notable spatialised differences – it was the shortest and arguably narrowest route.