Edward Snowden's leak of classified information about the NSA's surveillance of American citizens has touched off a debate about the need for government secrecy versus the public's right to know. Two student readings and discussion questions probe the controversy.

Students learn about and discuss the history of apartheid in South Africa, the long struggle against it, and Nelson Mandela's legacy as a leader in that struggle.

Not in Our Town Northern California: When Hate Happens Here looks at five communities that are dealing with hate violence. The film’s four segments focus on hate crimes that took place in these five communities between 1999 and 2004. Taken together, the stories reveal that whether the crimes are motivated by racism, anti-Semitism, or gender or sexual orientation, hate is the same. From Sacramento to the center of San Francisco, from the shadow of Mount Shasta to the suburbs of Silicon Valley, community leaders and ordinary citizens have found new and innovative ways to move beyond controversy and differences to create safe communities for all residents. After a transgender teen is killed by local youth in the Silicon Valley suburb of Newark, high school students, residents and civic leaders respond, and in so doing, they struggle with how tod eal with a brutal and preventable crime. The Sacramento community mobilizes after the worst anti-Semitic attacks in the capital’s history. Redding citizens find new strength in diversity after a prominent gay couple is murdered. When a cross is burned on an African American family’s lawn in the Shasta County town of Anderson, the town’s residents join forces to make their values clear. And the San Francisco Public Library turns the mutilation of gay-themed books into an opportunity for creative community action.

The online training programme for activities and specialized educators aimed at introducing how to use the methodology and tools developed under the project : It targets youth activists and specialized educators who want to involve youth people in civic participation projects, with the goal of training more youth activists and educators.

You will find a Guide for the promotion of youth civic participation at the local level: this guide has different objectives, first of all to involve youth at risk and keep them involved, then to diagnose the needs of local communities, and finally to understand and cooperate with the local institutional context.

And a training programme for YOUNG PEOPLE involved in civic participation projects: the program targets youth-at-risk and contains lesson plans and related materials that youth activists and educators can use to train and guide youth-at-risk involved in local change projects.

This training is doable online with quiz to assess the progress of each students.
It is free.

YOUC project for Promoting Youth Participation in Local Communities is aimed at young activists, youth workers, educators and organizations who want to promote the empowerment, initiative and civic participation of young people at risk of marginalization.

The project is based on a methodology and a set of tools to promote youth participation and active citizenship at the local level of young people in difficulty supported by groups of young activists and volunteers, as well as educators from associations in each partner country.

YOUC project supports the capacity building of youth leaders and educators by providing them with an effective methodology and tools to reach marginalized youth and involve them in local civic participation. For the same reason, the project focuses on the horizontal management of the professional development of youth workers.

YOUC aims to:
• Promote the activation of NEETs
• Improve the level of key competences and skills of young people, in particular the European key competence social and civic responsibility
• Promote the participation of young people in civil society
• Promote inclusion and solidarity

The European Commission’s support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Short Description:
This resource provides a micro-course opportunity for students to learn about, engage with, and advocate for lower textbook costs through the use of open educational resources.

Long Description:
This resource provides a micro-course opportunity for students to learn about, engage with, and advocate for lower textbook costs through the use of open educational resources. It is used at Oklahoma State University to support student advocacy for open practices; it is used in particular with students selected to the OpenOKState Student Fellows program.

Word Count: 2080

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

About 15% of the world’s population lives with some form of disability.  Many are not having their needs met because of barriers to participation in rituals, worship and faith community activities at their places of worship. To truly empower people with disabilities to become agents of positive change in their local communities, we recognize that everyone has a role to play. Our Doors Are Open seminar helps all faith communities to understand how to open their mind, hearts, and doors to people with all kinds of abilities. Traditionally, faith communities position people with disabilities as recipients of care and not as givers. Most faith communities do not have proper representation of people with disabilities throughout their activities despite a desire to be open and inclusive. This disparity is often the result of lack of understanding of how to think about disability differently. In this seminar, students will learn the social model of disability, which positions disability as a function of exclusively designed environments rather than a lack of ability. Our Doors Are Open Seminar will guide students on how to see their activities and situations through an inclusive lens as well as how to take actions to improve inclusion and achieve the welcoming goals of congregations.

Keynote presentations, workshop materials, and other helpful resources from the 2020 Partnerships for Well-Being Institute hosted by Human Services at UC Davis Continuing and Professional Education. This includes content from both the June 3 Virtual Mini-Institute and the in-person institute currently scheduled for Dec. 8-10 in Garden Grove, CA.

Working together to observe, question, design, prototype, and implement/reject technology in support of people's valued beings and doings

Short Description:
Digital technologies old and new are not objects that can be packed inside a box. They are a seamless, indivisible combination of people, organizations, policies, economies, histories, cultures, knowledge, and material things that are continuously shaped and reshaped. Every one of us innovates-in-use our everyday technologies, we just do not always know it. Not only are we shaped by the networked information tools in our midst, but we shape them and thereby shape others. For us to advance individual agency across diverse community knowledge and cultural wealth within the fabric of communities, we need to nurture our cognitive, socio-emotional, information, and progressive community engagement skills along with, and sometimes in advance of, our technical skills which then serve as just-in-time in-fill learning. This is the call placed by Rev. Dr. Martin Luther King, Jr. – to rapidly shift from a ‘thing-oriented’ society to a ‘person-oriented’ society. In support of this shift, each session of the book begins first with a social chapter with background knowledge probe, conceptual introductions, and a lesson plan for the session. A technical chapter follows with technical introductions and hands-on activities, and a concluding wrap up and comprehension check. The technical of the Orange Unit especially focuses on electronics and physical computer components; the Blue Unit highlights software through a series of introductory programming activities, with possibilities for alternate pathways for those who bring in some existing programming experience; the Rainbow Unit then brings the hardware and software together into networked systems, concluding with a final design adventure. The general learning outcome objectives of this book are to help readers: • Develop a clear hands-on working understanding of the physical and software layers of computers and networks; • Evolve a more holistic and nuanced understanding of the sociotechnical artifacts we use as a daily part of our professional lives; • Develop a critical approach to sociotechnical artifacts to counter systemic injustices related to race, class/caste, gender, and other cultural dynamics; and • Advance community agency in appropriating technology to achieve our individual and community development goals through a reconsidered digital literacy learning and practice.

Word Count: 119245

ISBN: 978-1-946011-12-1

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Working together to observe, question, design, prototype, and implement/reject technology in support of people's valued beings and doings

Short Description:
Digital technologies old and new are not objects that can be packed inside a box. They are a seamless, indivisible combination of people, organizations, policies, economies, histories, cultures, knowledge, and material things that are continuously shaped and reshaped. Every one of us innovates-in-use our everyday technologies, we just do not always know it. Not only are we shaped by the networked information tools in our midst, but we shape them and thereby shape others. For us to advance individual agency across diverse community knowledge and cultural wealth within the fabric of communities, we need to nurture our cognitive, socio-emotional, information, and progressive community engagement skills along with, and sometimes in advance of, our technical skills which then serve as just-in-time in-fill learning. This is the call placed by Rev. Dr. Martin Luther King, Jr. – to rapidly shift from a ‘thing-oriented’ society to a ‘person-oriented’ society. In support of this shift, each session of the book begins first with a social chapter with background knowledge probe, conceptual introductions, and a lesson plan for the session. A technical chapter follows with technical introductions and hands-on activities, and a concluding wrap up and comprehension check. The technical of the Orange Unit especially focuses on electronics and physical computer components; the Blue Unit highlights software through a series of introductory programming activities, with possibilities for alternate pathways for those who bring in some existing programming experience; the Rainbow Unit then brings the hardware and software together into networked systems, concluding with a final design adventure. The general learning outcome objectives of this book are to help readers: • Develop a clear hands-on working understanding of the physical and software layers of computers and networks; • Evolve a more holistic and nuanced understanding of the sociotechnical artifacts we use as a daily part of our professional lives; • Develop a critical approach to sociotechnical artifacts to counter systemic injustices related to race, class/caste, gender, and other cultural dynamics; and • Advance community agency in appropriating technology to achieve our individual and community development goals through a reconsidered digital literacy learning and practice.

Word Count: 151510

ISBN: 978-1-946011-36-7 (Online); 978-1-946011-23-7 (PDF)

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Digital technologies old and new are not objects that can be packed inside a box. They are a seamless, indivisible combination of people, organizations, policies, economies, histories, cultures, knowledge, and material things that are continuously shaped and reshaped. Every one of us innovates-in-use our everyday technologies; we just do not always know it. We are shaped by the networked information tools in our midst, and we shape them and thereby shape others. While many of the chapters in this book can be approached as standalone explorations, as many around the world have done, its full potential comes when collaboratively taken as a journey through twelve sessions. Each session in this second, revised edition includes two thematically linked chapters, one more socially oriented and one more technically oriented. Sessions are brought together into three larger generative themes that are built from three decades of participatory design in and with community, and from the teaching of these concepts and practices in courses and workshops. Approached within a community of practice, learning outcomes include discovering ways to advance power, both power within and power with others; advancing our technical skills, but also and even more, our progressive community engagement skills, our critical sociotechnical skills, and our cognitive, information, and social-emotional skills; and progressing our culturally competent collective leadership through social justice storytelling within a framing of reciprocity. In so doing, this textbook seeks to address the call placed by the Rev. Dr. Martin Luther King, Jr. – to rapidly shift from a ‘thing-oriented’ society to a ‘person-oriented’ society.

With special contributions by Betty Bayer, Henry Grob, Sara Rasmussen, Dinesh Rathi, Stephanie Shallcross, and Vandana Singh.

Digital technologies old and new are not objects that can be packed inside a box. They are a seamless, indivisible combination of people, organizations, policies, economies, histories, cultures, knowledge, and material things that are continuously shaped and reshaped. Every one of us innovates-in-use our everyday technologies, we just do not always know it. Not only are we shaped by the networked information tools in our midst, but we shape them and thereby shape others. For us to advance individual agency across diverse community knowledge and cultural wealth within the fabric of communities, we need to nurture our cognitive, socio-emotional, information, and progressive community engagement skills along with, and sometimes in advance of, our technical skills which then serve as just-in-time in-fill learning. This is the call placed by Rev. Dr. Martin Luther King, Jr. – to rapidly shift from a ‘thing-oriented’ society to a ‘person-oriented’ society.

In support of this shift, each session of the book begins first with a social chapter with background knowledge probe, conceptual introductions, and a lesson plan for the session. A technical chapter follows with technical introductions and hands-on activities, and a concluding wrap up and comprehension check. The technical of the Orange Unit especially focuses on electronics and physical computer components; the Blue Unit highlights software through a series of introductory programming activities, with possibilities for alternate pathways for those who bring in some existing programming experience; the Rainbow Unit then brings the hardware and software together into networked systems, concluding with a final design adventure.

Podcasting Social Work is a platform for educators, learners, social workers, and activists to share your stories, knowledge and skills to empower communities and transform lives. The podcast episodes are focusing on various topics such as social, economic, cultural, and environment issues; and various social work practices to address poverty, marginalization and injustice across the world. Moreover, podcast episodes also focusing on teaching pedagogy, reflective practice, global citizenship, and social justice themes. "Podcasting Social Work" by Mahbub Hasan is licensed under CC BY-NC-SA 4.0

Students explore how the growing power of Latino voters improves chances for comprehensive immigration reform and consider some of the economic benefits of immigration.

Relatório técnico conclusivo, no qual - por meio de indicadores deduzidos obtidos na realização de estudo prévio de avaliação, durante pesquisa de doutorado, e vinculado à melhoria contínua de seus resultados - é apresentado programa de ações que dá suporte à gestão integrada de resíduos sólidos e com vistas à melhoria da cooperação intersetorial e engajamento das partes interessadas envolvidas. A iniciativa provém do Programa Regional de Pós-Graduação em Desenvolvimento e Meio Ambiente (Rede PRODEMA), proposta interdisciplinar, interinstitucional e intrarregional, da qual participam nove instituições de ensino superior, que trabalham para propor resolução de problemas locais e regionais. Se aplicado, pode gerar mudanças efetivas na área ambiental, social, econômica, cultural e jurídica, colaborando com governos locais municipais e sua relação com os cidadãos. Vale destacar ainda que este produto atende a seis objetivos de desenvolvimento sustentável, da ONU, especificamente o ODS 1 – Erradicação da pobreza, ODS 3 – Saúde e bem-estar, ODS 6 – Água potável e saneamento, ODS 10 – Redução das desigualdades, ODS 12 – Consumo e produção responsáveis e o ODS 17 – Parcerias e meios de implementação.

A GNG collaborative project is a project-based learning activity that challenges students to work together to develop solutions to real-world problems. Within and across classrooms, students collaborate to identify a challenge in their local or global communities and develop a project that addresses the issue by promoting positive change and community engagement.

Lesson Objectives: To help students understand why Time magazine chose The Protester as their 2011 Person of the Year. To help students understand how and why the worldwide protests took place during 2011, and their interconnectedness and distinctiveness. To help students understand the role of social media in the protests. To help students reflect on who "has done the most to influence the events of the year". To help students reflect on the meaning of democracy.

In three readings, students learn about protests surrounding upcoming World Cup and Olympic events; consider whether such events benefit the people of host countries; and learn about Russia's recent anti-gay legislation and the debate surrounding a possible boycott of the 2014 Winter Games.

The field of feminist studies grew from the U.S. women’s movements of the 1960s and 1970s and has continued to be deeply connected to ongoing movements for social justice. As educational institutions are increasingly seeing public scholarship and community engagement as relevant and fruitful complements to traditional academic work, feminist scholars have much to offer in demonstrating different ways to inform and interact with various communities.

Putting the I in Science
By: Naomi Kirkvold Copyright 2019 by Naomi Kirkvold under Creative Commons Non-Commercial License. Individuals and organizations may copy, reproduce, distribute, and perform this work and alter or remix this work for non-commercial purposes only.

NEBRASKA HONORS PROGRAM CLC EXPANDED LEARNING OPPORTUNITY CLUBS INFORMATION SHEET:
Name of Club: Putting the I in Science

Age/Grade Level: 2nd - 5th Grade

Number of Attendees: (ideal number) 10 or less

Goal of the Club: (learning objectives/outcomes) Become interested in science by doing hands on experiments

Resources: (Information for club provided by) Pinterest

Content Areas: (check all that apply)

☐ Arts (Visual, Music, Theater &Performance)
☐ Literacy
☒ STEM (Science, Technology, Engineering &Math)
☐ Social Studies
☐ Wellness (Physical Education, Health, Nutrition &Character Education)
Outputs or final products: (Does the club have a final product/project to showcase to community?) N/A

Introducing your Club/Activities: This club gets kids interested in science in ways that they may not have experienced in a classroom.

General Directions: Perform a science experiment every week with assistance from the students and teach them about how it works.

Tips/Tricks: Keep track of which students have helped in the experiment so that everyone gets a chance to help. End each activity with an explanation of why the experiment worked. Always try to include a more relaxed activity for when the kids are too excitable.

Word Count: 55735

ISBN: 978-1-945764-22-6

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