This course is a service-learning, project-based studio course that focuses on collaborative …
This course is a service-learning, project-based studio course that focuses on collaborative design of civic media. Students will work in diverse teams with community partners to create civic media projects grounded in real-world community needs. This course covers co-design and lean UX methods, and best practices for including communities in iterative stages of project ideation, design, prototyping, testing, launch, and stewardship. Students should have an interest in collaboration with community-based organizations.
This lesson plan is made for two learning objectives:Ss will be able …
This lesson plan is made for two learning objectives:Ss will be able to find reliable resources on the internet (Digital literacy skill)Ss will be able to present a specific and realistic action plan (Speaking skill)
This is my offbeat attempt to unite very large-scale social theory (civilizations) …
This is my offbeat attempt to unite very large-scale social theory (civilizations) with very immediate and small-scale social practices (education). Perhaps this just a personal twist on the bumper-sticker philosophy of “Think Globally, Act Locally”. Just because it fits on a bumper-sticker, does not make it wrong! But this slogan does need details, explanations, and frameworks for applied practices to become more than a worthy sentiment. My hope is that readers will come one step closer to effective action on challenges both global and personal thanks to something they discover here.
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How do individuals and families interface with larger systems, and how do …
How do individuals and families interface with larger systems, and how do therapists intervene collaboratively? How do larger systems structure the lives of individuals and families? Relationally-trained practitioners are attempting to answer these questions through collaborative and interdisciplinary, team-focused projects in mental health, education, the law, and business, among other fields. Similarly, scholars and researchers are developing specific culturally responsive models: outreach family therapy, collaborative health care, multi-systemic school interventions, social-justice-oriented and spiritual approaches, organizational coaching, and consulting, among others. This course explores these developments and aims at developing a clinical and consulting knowledge that contributes to families, organizations, and communities within a collaborative and social-justice-oriented vision.
Students will define colorblind racism; identify the four frames through which colorblind …
Students will define colorblind racism; identify the four frames through which colorblind racism operates; discern the effects of colorblindness in practice-particularly its negative aspects; and identify alternatives to colorblindness
The Community Tool Box is a free, online resource for those working …
The Community Tool Box is a free, online resource for those working to build healthier communities and bring about social change. Our mission is to promote community health and development by connecting people, ideas, and resources. The Community Tool Box is a public service developed and managed by the KU Center for Community Health and Development and partners nationally and internationally. The Tool Box is a part of the Center’s role as a designated World Health Organization Collaborating Centre for Community Health and Development.
Professors and instructors from various disciplines use the Community Tool Box as a resource for their teaching. The Tool Box is often used as course text in the fields of public health, community psychology, nursing, social welfare, and other applied fields.
Chapter 1. Our Model for Community Change and Improvement Chapter 2. Other Models for Promoting Community Health and Development Chapter 3. Assessing Community Needs and Resources Chapter 4. Getting Issues on the Public Agenda Chapter 5. Choosing Strategies to Promote Community Health and Development Chapter 6. Communications to Promote Interest Chapter 7. Encouraging Involvement in Community Work Chapter 8. Developing a Strategic Plan Chapter 9. Developing an Organizational Structure for the Initiative Chapter 10. Hiring and Training Key Staff of Community Organizations Chapter 11. Recruiting and Training Volunteers Chapter 12. Providing Training and Technical Assistance Chapter 13. Orienting Ideas in Leadership Chapter 14. Core Functions in Leadership Chapter 15. Becoming an Effective Manager Chapter 16. Group Facilitation and Problem-Solving Chapter 17. Analyzing Community Problems and Solutions Chapter 18. Deciding Where to Start Chapter 19. Choosing and Adapting Community Interventions Chapter 20. Providing Information and Enhancing Skills Chapter 21. Enhancing Support, Incentives, and Resources Chapter 22. Youth Mentoring Programs Chapter 23. Modifying Access, Barriers, and Opportunities Chapter 24. Improving Services Chapter 25. Changing Policies Chapter 26. Changing the Physical and Social Environment Chapter 27. Cultural Competence in a Multicultural World Chapter 28. Spirituality and Community Building Chapter 29. The Arts and Community Building Chapter 30. Principles of Advocacy Chapter 31. Conducting Advocacy Research Chapter 32. Providing Encouragement and Education Chapter 33. Conducting a Direct Action Campaign Chapter 34. Media Advocacy Chapter 35. Responding to Counterattacks Chapter 36. Introduction to Evaluation Chapter 37. Operations in Evaluating Community Interventions Chapter 38. Some Methods for Evaluating Comprehensive Community Initiatives Chapter 39. Using Evaluation to Understand and Improve the Initiative Chapter 40. Maintaining Quality Performance Chapter 41. Rewarding Accomplishments Chapter 42. Getting Grants and Financial Resources Chapter 43. Managing Finances Chapter 44. Investing in Community Resources Chapter 45. Social Marketing of Successful Components of the Initiative Chapter 46. Planning for Sustainability
Sample syllabi are also available: https://ctb.ku.edu/en/teaching-with-the-community-tool-box
What does it mean to belong to a country? Can events change …
What does it mean to belong to a country? Can events change what that means? This interactive compares two paintings by John Lewis Krimmel. Both show people in Philadelphia’s Centre Square celebrating the Fourth of July, but one was painted in 1812, just after the United States had declared war on Great Britain, and the other was painted in 1819, four years after the war had ended. The two look very different, reflecting changing ideas. This "Genial.ly" presentation includes interactive annotations and a juxtapose slider--the final slide includes suggestions on how to help students use the art as historical evidence. If you evaluate or use this resource, please respond to this short (4 question) survey here bit.ly/3ofUImf
Many teens today who use the Internet are actively involved in participatory …
Many teens today who use the Internet are actively involved in participatory cultures—joining online communities (Facebook, message boards, game clans), producing creative work in new forms (digital sampling, modding, fan videomaking, fan fiction), working in teams to complete tasks and develop new knowledge (as in Wikipedia), and shaping the flow of media (as in blogging or podcasting). A growing body of scholarship suggests potential benefits of these activities, including opportunities for peer-to-peer learning, development of skills useful in the modern workplace, and a more empowered conception of citizenship. Some argue that young people pick up these key skills and competencies on their own by interacting with popular culture; but the problems of unequal access, lack of media transparency, and the breakdown of traditional forms of socialization and professional training suggest a role for policy and pedagogical intervention. This report aims to shift the conversation about the "digital divide" from questions about access to technology to questions about access to opportunities for involvement in participatory culture and how to provide all young people with the chance to develop the cultural competencies and social skills needed. Fostering these skills, the authors argue, requires a systemic approach to media education; schools, afterschool programs, and parents all have distinctive roles to play.
Central to our era is the gradual movement of all the world's …
Central to our era is the gradual movement of all the world's regions toward a uniform standard of economic and political development. In this class we will read a variety of recent narratives that partake of, dissent from, or contribute to this story, ranging from novels and poems to World Bank and IMF statements and National Geographic reports. We will seek to understand the many motives and voices – sometimes congruent, sometimes clashing – that are currently engaged in producing accounts of people in the developing world: their hardships, laughter, and courage, and how they help themselves and are helped by outsiders who may or may not have philanthropic motives. Readings will include literature by J. G. Ballard, Jamaica Kincaid, Rohinton Mistry, and John le Carré, as well as policy documents, newspaper and magazine articles, and the Web sites of a variety of trade and development commissions and organizations.
UC Berkeley's Harry Kreisler interviews author David Rieff who talks about his …
UC Berkeley's Harry Kreisler interviews author David Rieff who talks about his new book A Bed for the Night which analyzes the evolution of humanitarian work in international affairs focusing especially on its relations with the human rights movement and political leaders. (58 min)
On this edition of Conversations with History, UC BerkeleyŐs Harry Kreisler welcomes …
On this edition of Conversations with History, UC BerkeleyŐs Harry Kreisler welcomes social theorist Manuel Castells, Professor of Sociology and Professor of City and Regional Planning at UC Berkeley, to discuss identity and change in the network society. (58 min)
Host Harry Kreisler is joined by John Shattuck, CEO of the Kennedy …
Host Harry Kreisler is joined by John Shattuck, CEO of the Kennedy Library and former Assistant Secretary of State for Democracy, Human Rights, Labor for discussion of the constraints and opportunities for advancing human rights issues during the decade of the nineties. (59 min)
UC Berkeley's Harry Kreisler welcomes UCLA sociologist Michael Mann for a conversation …
UC Berkeley's Harry Kreisler welcomes UCLA sociologist Michael Mann for a conversation on how comparative historical sociology can help in our understanding of U.S. foreign policy. (56 min)
Conversations host Harry Kreisler welcomes His Excellency Kenneth D. Kaunda, the First …
Conversations host Harry Kreisler welcomes His Excellency Kenneth D. Kaunda, the First President of Zambia (1964-1991). President Kaunda discusses the national and international challenges he confronted as a national leader. He also reflects on his current work with NGOs in the global fight to fight disease, poverty and inequality. (54 minutes)
On this episode, UC BerkeleyŐs Harry Kreisler talks with Perry Anderson Professor …
On this episode, UC BerkeleyŐs Harry Kreisler talks with Perry Anderson Professor of History and Sociology at UCLA about his intellectual journey and the status of the left. 58 min)
Conversations host Harry Kreisler welcomes historian John Heilbron, the 2007 Hitchcock Lecturer, …
Conversations host Harry Kreisler welcomes historian John Heilbron, the 2007 Hitchcock Lecturer, for a discussion of the history of science. He reflects on his contributions to the field, analyzes the challenges of studying science as a historian, and offers insight into the value of science history for society. John Heilbron also discusses his years as Vice Chancellor of the Berkeley campus. (51 minutes)
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