The document proposes a pilot program that links teens and senior citizens in an after-school workshop. The program would provide a safe space for teens and offer opportunities for teens and seniors to interact through creative projects. Seniors would volunteer to administer and support the program. Funding would come from sources like school boards and grants. The goal is to empower teens and seniors while strengthening their sense of community.
Future focused schools: aligning strategies to realise positive change - Slides used in my Future Focus Schools online workshop on 5 May and 21 October, 2020
Keynote presentation to the national conference of the Association of Independent Schools, Wellington. Focus on learning from the past, looking to the future and living in the present.
Future focused schools: aligning strategies to realise positive change - Slides used in my Future Focus Schools online workshop on 5 May and 21 October, 2020
Keynote presentation to the national conference of the Association of Independent Schools, Wellington. Focus on learning from the past, looking to the future and living in the present.
Creating Opportunities for Positive Online Student Identitymsarooney
Student wellbeing and how we can give our students the digital tools to create a positive online identity and flourish as respectful and compassionate global citizens.
Presenters: Kay Coates, Dylitchrous Thompson
Presented at the Georgia Libraries Conference in Macon, GA on 10/09/2019.
A brief discussion on ways librarians can use design thinking strategies to support older adult library users. With more university libraries serving the public, academic librarians must be prepared to serve non-traditional students and multigenerational patrons. In particular, older adult library patrons often surface with unique research quests ranging from leisurely bylines, life-long learning to ancestral pursuits and more. Assessing their distinct needs yields opportunities to serve this population of users through relationship building, knowledge-based content, and access privileges.
Keynote presentation to the Canadian eLearning Network - August, 2020. An overview of the NZ response to COVID-19 in the education sector, focusing on the provisions made for emergency remote teaching.
Cathy Davidson's presentation at DML 2013 Panel.
DML: Digital Media & Learning Competition: Badges
Session on the future of alternative assesment moderated by Connie Yowell.
Organizer(s):
David Theo Goldberg
Participants:
Cathy Davidson
Mitch Resnick
Beth Swanson
Khal Shariff
Damian Ewens
Discussant: Connie Yowell
http://dml2013.dmlhub.net/content/temporary-schedule-item-2
Community presentation made to the Ellesmere Cluster near Christchurch. Outlines the case for re-thinking our approach to education in the 21st century, and how this applies to the use of technology, planning for learning spaces, and changes in teacher practice.
Celebrate Afterschool Partnerships with the 18th Annual “Lights On Afterschool!”NCIL - STAR_Net
Libraries and afterschool programs make great partners. Every October, the afterschool field celebrates the important role these programs have in the lives of children, families, and communities. This year, on October 26, we want to make the celebration bigger and better than ever. Library-afterschool partnerships are an official theme of this year’s event—and we want to highlight the many ways libraries and afterschool programs are pairing up to provide engaging learning opportunities and critical supports to children and families across the country. Join us for this webinar to learn more about Lights On Afterschool, and how your library can participate.
Creating Opportunities for Positive Online Student Identitymsarooney
Student wellbeing and how we can give our students the digital tools to create a positive online identity and flourish as respectful and compassionate global citizens.
Presenters: Kay Coates, Dylitchrous Thompson
Presented at the Georgia Libraries Conference in Macon, GA on 10/09/2019.
A brief discussion on ways librarians can use design thinking strategies to support older adult library users. With more university libraries serving the public, academic librarians must be prepared to serve non-traditional students and multigenerational patrons. In particular, older adult library patrons often surface with unique research quests ranging from leisurely bylines, life-long learning to ancestral pursuits and more. Assessing their distinct needs yields opportunities to serve this population of users through relationship building, knowledge-based content, and access privileges.
Keynote presentation to the Canadian eLearning Network - August, 2020. An overview of the NZ response to COVID-19 in the education sector, focusing on the provisions made for emergency remote teaching.
Cathy Davidson's presentation at DML 2013 Panel.
DML: Digital Media & Learning Competition: Badges
Session on the future of alternative assesment moderated by Connie Yowell.
Organizer(s):
David Theo Goldberg
Participants:
Cathy Davidson
Mitch Resnick
Beth Swanson
Khal Shariff
Damian Ewens
Discussant: Connie Yowell
http://dml2013.dmlhub.net/content/temporary-schedule-item-2
Community presentation made to the Ellesmere Cluster near Christchurch. Outlines the case for re-thinking our approach to education in the 21st century, and how this applies to the use of technology, planning for learning spaces, and changes in teacher practice.
Celebrate Afterschool Partnerships with the 18th Annual “Lights On Afterschool!”NCIL - STAR_Net
Libraries and afterschool programs make great partners. Every October, the afterschool field celebrates the important role these programs have in the lives of children, families, and communities. This year, on October 26, we want to make the celebration bigger and better than ever. Library-afterschool partnerships are an official theme of this year’s event—and we want to highlight the many ways libraries and afterschool programs are pairing up to provide engaging learning opportunities and critical supports to children and families across the country. Join us for this webinar to learn more about Lights On Afterschool, and how your library can participate.
#MIN80 Mass Innovtion Nights at Autodesk November 2015ThriveHive
Autodesk welcomes Mass Innovation Nights and more products to launch at #MIN80 including BikeBus, Fuzzy Compass, PresentiGO, Stack AI, WebHub.mobi, Nabi Music Center, QuikForce, GL1, Happening, LetsAllDoGood, Animatron
Comment choisir son statut juridique ?FIDAQUITAINE
Auto-entrepreneur ? EI ? EURL ? EIRL ? SASU ? SAS ? SA ? SARL ? SNC ? SCI ? SEL ? SCP ?
L'équipe de Fidaquitaine expert-comptable Bordeaux peut répondre à vos questions au 05 56 40 94 20 !
Tableau de bord opérationnel: introduction (séminaire)TSS
Il s'agit du powerpoint introductif pour un séminaire sur la mise en place d'un tableau de bord opérationnelle. La méthode met en évidence la relation entre tableau de bord - projet et performance.
Digital has engendered a fundamental shift in the way we behave, think and perform business. One of the most essential transformations for today’s organisations is to adapt to how the customer has changed. This obviously has a massive impact on the salesforce and its methods. The Customer Journey has changed dramatically, becoming far more digitized and needs consistent use of many tools, technologies and methods to effectively reach the target audience.
Relation clients :
L'e-Commerce s'ouvre aux utilisateurs pour
devenir une multiplate-forme ouverte sur les réseaux sociaux
Stratégie mobile et Facebook :
Elles sont nécessaires, mais avec des objectifs propres à chaque acteur. Elles renforcent l'identité.
Rentabilisation :
l'e-Commerce relationnel fait un retour aux sources : satisfaction client, taux de réachat et cooptation sont clés.
Impact organisationnel :
le e-Commerce réintègre les canaux de vente traditionnel et les barrières tombent en créant des synergies.
------
Dérivés du e-Commerce :
* m-Commerce : acheter avec son mobile
4,3 millions de Français ont déjà acheté une fois via leur téléphone,
hors téléchargement payant d'application mobile.
* t-Commerce : acheter dans son salon - tablette / télécommande
* f-Commerce : acheter sur Facebook / des sites communautaires. variante : g-Commerce => Google+
* u-Commerce : commerce ubiquitaire
Developed as a part of the White House Summer Opportunities Project Initiative, this Action Toolkit is designed to share the key steps leaders can take this summer to increase access to high-quality summer learning, meals and jobs opportunities. Whether you are a city, nonprofit, school, business or philanthropic leader, you will find examples of how your peers across the country are finding innovative ways during the summer to expand access to learning, meals and jobs to more young people.
Learn about GenerationNation, the home of Youth Civics, Youth Voice, Kids Voting, K-12 civic education, #K12in2012 and other programs. Find out how we make a difference and how you can impact our work!
Presentation about partnership between NY Council of Nonprofits, the statewide nonprofit association, and Creating Rural Opportunities Partnership, a provider of after school programs for 17 school districts in Otsego and Delaware Counties. The partnership involves NYCON providing social media training to help CROP create a social network to better connect parents and school districts, and ultimately help CROP develop a proposed foundation or friends group to support and solicit charitable contributions for sustaining after school programs.
Paul McArthur, Jerry Koh, Vani Jain and Mali Bain
System Insights from ‘WellAhead’: A Social Innovation Lab Approach to Advance the Prioritization and Sustained Integration of Student Social and Emotional Wellbeing in K-12 Schools:
Learn about GenerationNation, the home of Youth Civics, Youth Voice, Kids Voting, K-12 civic education, #K12in2012 and other programs. Find out how we make a difference and how you can impact our work
www.generationnation.org
1. Teens and Seniors Home of the Brave
How it works: Link two demographics
• Pilot program is put in place in target demographic of working families’ unsupervised teens. Initial
surveys indicate teens interests and needs to determine best practices and activities.
• Senior citizens volunteer admin and support, interaction opportunities with teens.
• Proven successes, “small wins” are iterated to strengthen systems of operations. Operational
capacity includes donated school space, volunteer seniors.
• Funding comes from school board, grants, teen and social organizations local, regional and national.
• Teen Choice:
• School projects Home of the Brave Thinkers for integrating curriculum across disciplines to realize
school projects using multi-media. All ARTS: music, movement, video can be created, as avenues of
expression, encouraged for school projects, or exhibited.
• Workshops: Bold Hearts: Ongoing creation: projects with current events themes, art/message
poster campaign using social media and physical-space exhibits. Creations can be posted, then
printed and reposted in public and private spaces. Legal counsel determines contracts.
•
Goal Oriented: Yearly, traveling exhibits are created around nomadic art (portable) guidelines and
bring ideas and messages to communities, creating more opportunities for cross-generational
connections and learning, and adding key focus and goal to Teen-Senior after-school group.
• Teachers and administrators are involved, lending support for cross-disciplinary advantages. Teens’
learning styles (Multiple Intelligences by Howard Gardener) are taken into account and school
projects can now integrate more arts, with help of the Teen-Senior Workshop team. Integrated
curriculum concept and opportunities help many students advance their ideas.
Mission Statement: Provide a safe place after school where teens and
seniors interact on creative, academic and community projects.
2. Values to
Realize we
Funding/Space/
Materials:
computer/tech
arts supplies
WORKSHOP
Outputs
Teen and senior
engagement and
empowerment
Increased sense of
community security
and well being
Teens and senior
programs
•Study, learn, create
•Attract funding
•Admin., schedulingInputs
Administration
Human capital:
volunteering
Activities
Traveling arts
EXHIBITS
Teen and senior
interactions
Teens and
Seniors
Workshop
website
Find work and
exhibit space
3. Inputs Outputs
Get Press to raise
awareness of Teen-
Senior workshops
Determination of
budgets by participant
numbers
Funds from local,
regional and
national sources,
teen and senior
organizations
Aligned school
district teachers
and
administration
Physical space at
school
Community
building,
Activities Outcomes
Short-term
Outcomes
Long-term
Strengthened
operations
Empowered teens,
Improved safety
Goals established
for student
success
Meetings,
scheduling,
planning
Accounting, legal,
social services
input/indicate
needs
Fund amount requests
become more concrete
Participation
increase; Senior
transport schedule
building
Workshop
planning
Teens and seniors
Arts projects, posters,
print-and-hang
campaign, exhibits
Improved academics;
community outreaches,
self expressions
Increased trust
supported
actions
Co-creating
environment fosters
well-being, academic
improvement
Workshop results
more fully realized
Ongoing, established
and reoccurring
grants and funding
for the program
Non-profit staff growth
Roll-out plan for
locations
Institutional
integration actions:
aim to improve
student
performance
Home Base staff of
two operating as non-
profit org
Materials: computer,
web access, Arts
supplies
Interactions
between teens
and seniors
Operational
planning/ legalities
discussion (art
posting rights)
Gather
data/feedback;
determine best
practices/spaces/acti
vities
Build website;
Operational
improvements
Annual exhibit planning
Other schools use Teen-
Senior model; iterations
use best practices;
Community acceptance
Functioning
operations; Shared
experiences
Improved, secure,
after-school
environment
School integration: Group
becomes teacher resource:
teens get subject/ project
support by content
School districts
adopt teen-senior
program and add
line-item in budget
Nations schools adopt
results-driven
integrated curriculum
model; teens benefit
Adoption of
favored
programs/w
orkshops
4. Identifying the Problem
Challenge
Type
Problem Defined
Difficulties
Solution
Opportunities
Who is doing the
work?
Technical Need to negotiate for
secure physical space
with IT for Teen and
Seniors workshops
Use existing school
room, IT/admin
Authority:
School admin and IT
experts;
teens and seniors
Teachers, Advisors,
Staff
Adaptive Teens need supervision
after school. Both
working parents, leave
teens nowhere to go;
Isolated elderly
Use empty school
space. Assess and
engage specialized
skills of teens and
seniors. Teens take
on leadership and
accountability
Stakeholders:
New teams
combine teens and
seniors, teachers,
principals;
community
What Value will be Realized? Teens and Seniors Creating in a Safe Environment
Making it Happen
5. Supporting Data
After School Programs’ Potential
NEED :
• Safety: Juvenile crime peaks directly after school, from 3- 6pm, according
to Fight Crime, Invest in Kid;
• Emotional Security: Suicide is 2nd cause of death among teenagers, highest
among seniors 85 and over
• Socio-economic: High percentage of working parents; teens left alone,
unsupervised; U.S. Department of Labor stats showed 23 million parents
worked full-time in 2010
• PEW Research Center, Washington, DC: In nearly half of two-parent
households, both parents work full-time.
• Inequities in after-school opportunities
SUPPORT
Science, Technology, Engineering, Art, Math – underlying importance of
innovation driving growth.
• STEM to STEAM initiative championed at Rhode Island School of Design,
which cites: In last century it was science and technology that drove
economic growth and in this century it is art and design. Gov’t
policymakers support RISD STEM and STEAM
6. More Success Indicators:
• Successful models for after-school programs include After School Allstars, operating in
hundreds of schools nationally. Based on similar vulnerability categories and mission
statement of safety and success, programs have succeeded, including customized
programming in a “Voice and Choice” motive.
• After-school programs save in crime-related costs, i.e., keep kids off street, away from drugs
• A U.S. Government website exists specifically aimed at helping form, strengthen and
maintain youth programs: youth.gov, which gives tips on finding funding; generates maps of
local and federal resources.
• In 2005, members of Congress established 1st ever After School Caucus in both Senate and
House of Reps to increase resources for after-school care (Florida has “ambassadors from
successful orgs that help advocate.
• U.S. Department of Education has 21st Century Community Learning Centers Initiative in
place to help support after school programs. Existence of which substantiates the socio-
economic-driven need: working parents, juvenile crime.
• Afterschool Alliance, Washington, DC based non profit public advocacy group seeking to
spread awareness of the potential for after school programs to help kids succeed
academically, socially and professionally.
7. Assumptions/Indicators
• Teens will want to co-mingle with seniors.
• Teens will join after-school workshop: success indicators show currently-
thriving programs due to need for safe place.
• Funding will be approved and allocated: success indicators include
abundance of funders ,all sizes, from local and National.
• School administrators will allow use of physical space.
• Teachers will have time and inclination to partake. Buy-in includes success
indicators from other after-school programs which have improved academics