Boys' development

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I have conversed with Brian Beaton of K-Net. He is crucial to the project as the Coordinator of Keewaytinook Okimakanak and is willing to provide a space on KNET for the virtual science fair.

I have spoken to Amos Key Junior of Niagara Peninsula Aboriginal Area Management Board. He is supportive of the idea, particularly because there is the AKJ E-learning institute. The virtual science fair would be a perfect complement to the mandates of the school.

I would like to reach out to the Martin Aboriginal Initiative in Education because I think that sparkling Aboriginal students to science might be something that they want to be involved in.

Other partners would involve science-related agencies for funding, as I would travel to the different schools and communities supporting staff and students in the development of their ideas, or providing necessary resource/materials.

I would need volunteers to help me run the website where the virtual science projects will be entered. I would need volunteers for other logistical things in making this a reality (write/mail letters for support, marketing, communication)

Our school works with the Meadow Lake Tribal Council to develop collaborative teaching projects and instills a habit of sharing ideas amongst teachers - both First Nations teachers and teachers from other parts of Saskatchewan or Canada. One of these ideas was to build classroom libraries.

Students will be reached, but so will their parents and grandparents. If we can provide more reading materials, we can break the cycle of poverty and reliance on social assistance.

We receive support from the Meadow Lake Tribal Council and the Waterhen Lake First Nations band. Unfortunately there are so many projects underway - to support student achievement and graduation rates - that there is not enough funding to go around. With that said, we have a VERY supportive principal and administration who wish us to help the community in any way possible.

While finding funding for media projects is a constant battle, the primary obstacles to engaging youth in citizen journalism on urban policy issues has been the low-literacy level of most Philadelphia youth and the fundamental, but often dismissed, discomfort of affluent, educated people engaging those from impoverished backgrounds. We plan to overcome these barriers by developing easy formats to engage students, such as templates for blogging, and encouraging students to worry less about formality than developing their voice and forming strong ideas. To overcome culture clash, we want to engage in the discomfort of our different backgrounds, learn from each other, and hope that eventually our cultures mesh and encourage each other.

The decreasing funding for media has lead to much more user generated content; our project anticipates this trend, but ensures that there is a more diverse set of people who contribute to urban policy blogs or use SeeClickFix and other digital civic tools. Clearly youth are constantly using mobile technology; by changing the topics youth are concerned with and developing their voices, we anticipate that our program will encourage students to use digital media to leverage their ideas and organize urban advocacy, rather than dangerous flash mobs.

If youth blogging is not popular with students nor with funders, Next American City's writers will profile youth on a regular basis. We presently have an emerging urban leaders network, Next American Vanguard, and we could begin to include youth leaders rather than just young professionals in this group.

Next American City just received general operating support from the Ford Foundation to reorganize its staff and board, as well as develop a new digital media business plan. We will use a small portion ($15,000 per year) to dedicate staff time to this project. However, after we have tested this project out in the first six months we will seek funding from William Penn Foundation (particularly their new public-interest innovation network), the Bill & Melinda Gates Foundation and other funders. If we partner with community organizations to expand the program, we will seeks support from LISC, United Way and other local community organization funders. Lastly, we will get support from individuals through fundraising events and individual contacts.

We will partner with local public high-schools such as Mastery Charter, universities such as Univ. of Pennsylvania and Temple, and community organizations such as People's Emergency Center and the Fairmount CDC. These partnerships will enable us to attract and retain students, as well as to identify volunteers to help facilitate programs. We will also develop relationships with local media outlets such as WHYY and the Philadelphia Inquirer to ensure that the blog posts produced by students get maximum attention.

Next American City's staff is small. This program will be run by Managing Editor, Anne Schwieger, and coordinated by the Office Manager until there is adequate funding (after six months) to hire a full-time program coordinator. When possible, we will work with volunteers to facilitate aspects of the program.

Next American City would appreciate the ideas and mentorship of any other organizations that have developed youth or citizen journalism programs.

One of the main barriers lies in the fact that the current installed capacity is not for more than 10,000 effectively assisted persons even though there is awareness in the sense that up to 15.000 persons are entered. However, one of the areas in which work has been carried out is in the creation of the Costa Rica Social Welfare Department (Caja Costarricense de Seguro Social) within the institution – to contemplate institutional budgets more consistent with the different challenges that are present every year (currently the CCSS provides only 50% of the total costs. The rest comes from external financing such as the one proposed by "Changemakers"). We have already obtained a partial budget in an extraordinary period, travel expenses as well as the official acknowledgement and the assignation of a budget code for the frontier post.

Since this is an “Integral Assistance” initiative the paradigm requires the vision of an “integral human being” and for this reason an institution such as ours (CCSS) is limited by its legal and constitutional mandate to consider certain criterion of human integrity which are required when referring to an “integrally healthy” human being. Therefore, very interesting strategic alliances have been made, such as:
State-Owned Universities (UNA and UCR): Research and Education.
Advocacy of Inhabitants: Promotion of Rights and handling of specific juridical cases.
Costa Rican Demographic Association: ITS and HIV AIDS.
General Department of Migration and Foreign Affairs and Migration procedures.
UNICEF: Childhood and adolescence.
UNFPA: Cooperation in the creation and reproduction of educational material.
OIM: Massive migrations and subjects relating to human trafficking.
Labor Ministry: Labor – related issues.
Panama Health Ministry: Coordination and direct assistance in connection with prevention and epidemiologic issues,
among others...

NGOs: external funds (World Bank, German Embassy, Andaluzian Government, etc.
National Government: Regular CCSS Budget.
Other: Contributions in kind of aware persons and enterprises.

change the perspective of local communities to information and communication technology, we need a device to ensure that ICT will provide positive benefits for them

In the future will be converged communications devices, and media must be accessible by mobile media, and we believe have good prospects for the industrial world

We are always optimistic, even if it fails, it means there is something we have to evaluate, especially we will do a social audit of our ideas that are already running more than two years.

We have earned the business model canvas, from the training organized by the British Council in Jakarta, and it gives us a clear focus of funding from revenue sources, from our professional services

Our group is still non-formal, no formal partnership, we need a strengthening of institutional capacity

Many parties are involved, both civil servant, teacher, lecturer, and many private sector employees, because it brings the advantage of collective

We need the support facility and regular funding for the printing issue

Lack of "free" time. To overcome this I plan on including more "official teachings" of songs/dances in my classes (--something which is already part of my curriculum but to a limited extend).

Medical doctors and psychologists (--which I plan on working with further during the coming years).

Drexel University and the College of Arts & Sciences provides me with a yearly budget where from I can use some money toward the organization of music/dance events. Oftentimes, my friends and family contribute money toward that direction as well, along with several organization, such as the Pancretan Association of the United States.

One obstacle is sponsorship for our programs. To solve this, we will seek to create revenue generating events to support programming & and infrastructure development. We will also create associations with other groups to collaborate on fund raising events & activities. Researching on-line for sources such as Changemakers and ASHOKA give us hope that the perspective of private funders is broadening to consider organizations like ourselves.
AfterDark CATV PRO will further its network by working with media activists & organizers in other cities and Latin America in finding ways of uniquely using the Internet & social sites as programming hubs through which the "information highway" (remember that) open.

The more that citizens and communities learn to generate programming media will shift towards fluid environments and solutions to many issues. The width of information sources deepen understanding and value of opinion, perspectives, and experiences. Talent and skilled citizens will gain prominence in the media circles and create new sources of information and means of sharing as well as reflection.

If our news magazine version as "Rebel Media" should fail we are prepared to explore the option of re-creating the concept and produce an entertainment, culture & arts program through which news & information can be disseminated along with interviews, performances, and profiles from performance & exhibition venues in the urban market. Changing its name from "Rebel Media" to "NOCHES DEL CAFE" will give us a second life and alternative means of imparting information through entertainment.

We will continue to solicit for funding support from public & government funding sources. We'll also research foundations through the Foundation Center's database available at libraries throughout the city. Collaborations in producing revenue earning events like concerts, theatrical performances, and others will serve to raise revenue. Working in Latin American countries, we will seek to attract NGO's as sponsors.

Since we have never received funds from any of the listed agencies we don't have any partnership.

One component often missing in social justice circles is marketing and advertising. Identifying the "market" of people who you want to attract. We will work with a marketing firm to use proven strategies of identifying & attracting specific communities. This will help us to better design our web-site and brand our organization & its programs to funding sources and viewers.

AfterDark CATV PRO is always looking for talent and new ideas. Marketing is a constant need in engaging new audiences. We have taught media production to students and community residents throughout our existence. We've even had interns and served as mentor & fiscal conduit. Such is our commitment to meeting our mission of opening the technology & media to low-income and marginalized communities in New York City.
We could use help with legal & financial matters. Legal assistance will help us to navigate entertainment, patent & copyright laws to brand our program & event titles, and merchandising.

The most significant barrier that we face is the continuing economic downturn and the effect that it has had on education funding. As funding sources for schools have decreased, their ability to partner with us in funding the program has been challenged. This has created a greater financial burden for Project Tomorrow in helping our partner schools sustain the program.

Due to this challenge, we have found it necessary to find new and creative funding models including:

o Expanding our funding outreach to include new corporate and foundation sources
o Increased earned-income from special projects

The YouthTEACH2Learn Program is built on a solid foundation of partnerships. By leveraging the expertise and capacity of others, our program can reach more students and we can build increased sustainability for its impact.

1) Rancho Santiago Community College: A valued collaborator in promoting both career development and higher education opportunities for our high school participants
2) Regional ROP: Our relationship with the Regional Occupational Program has strengthened our ability to provideYT2L math and science instruction at six new schools during the past three years.
3) Innovators’ Road Trip Community Partners: Local companies who have hosted our students on Innovators’ Road Trip visits have provided an important STEM career awareness opportunity
4) TechAmerica: For the past four years, we have partnered with the regional arm to promote the recognition of local students, teachers and school programs that have used technology to make a difference in their communities.
5) Community Service Partners: One of the requirements of students participating in YT2L is the completion of 20 hours of community service.
6) Community Business Partners:
o Orange County Business Council - Our longstanding partnership with OCBC includes participation on their Workforce Development Committee, where YouthTEACH2Learn has been adopted as a model program

Our funding structure is threefold:

1) Corporate, Community and Private Foundations
2) Individuals: Board members and other individual supporters
3) Businesses: Earned income from special projects

One barrier we might face is not receiving enough financial support. Our plan around this is to use our current funding support as leverage for more sustained and comprehensive support from Brooklyn’s City Council and other city and state agencies that are charged with improving the well being and empowerment of youth. We are also developing a long term operational and implementation plan in order to attract federal funding support. And we are strongly considering developing proposals in concert with the high schools we were able to work effectively with teachers, counselors and the administrative leadership. In addition, we are seeking other partnerships with local corporations like Best Buy, ConEdison, MetroPlus Health Plan, Tiffany & Co., Pathmark, etc. in order to sustain our programs.

Medgar Evers College is currently our main strategic partner, utilizing the space which was gifted to Redemption by the President of the college. We operate daily, and work with the faculty, supporting staff and students. Our staff are the City University of New York work-student and CUNY-Cap graduate students.

Other partnerships include: The Summer Youth Employment Program (as we do not have a summer program), Beta Academy and Year Up (who services out of school youth, connecting them to paid internships, job training, and GED assistance) – Redemption only serves in school youth or young adults who want to get back into school to graduate with a local diploma or higher.

Redemption has served its target population of high school students from Clara Barton High School, Prospect Heights, Erasmus Hall Campus, South Shore High School, Tilden High School, Intermediate School 68, Winthrop Junior High School, Maxwell High School, and Edward R. Murrow High School. The above mentioned schools are located in community school districts 17, 18, 19, and 21.

Redemption is a grassroots organization, built by the community for the community. Most of our past support has come from individual giving and local elected officials. Prior to this year we have only applied for programmatic funding. I {Tiffany Tucker} am now running the organization full-time and we are in the process of seeking general operating funds for my salary and at least one other full-time staff salary in addition to our program expenses.

Although all participating partners are confident in the effectiveness of the program model which we are proposing for the extended school day pilot, we have encountered challenges in data tracking that would enable us to more explicitly demonstrate the current program’s effectiveness. Essentially, the program is relying on FCPS data which FCPS has been more than willing to provide. However, program specific information must supply a context through which the data becomes meaningful and that is an area of improvement this partnership will facilitate.

As this project evolves, all volunteer effort becomes a more formal, better-resourced program with added support of other partners, we will ensure that a framework of program specific data will be collected and readily available. When combined with FCPS data and other information, this will paint a clear picture that can be used to evaluate the program.

Current partners include United Way of the Bluegrass, First Baptist Church Bracktown and Fayette County Public Schools. First Baptist Church Bracktown is the organization carrying out the project. They are primarily responsible for organizing and hosting project activities. Fayette County Public Schools has been instrumental in providing data and assisting with the reporting, as well as providing staff to participate in the project.

Future partners may include area companies who rely on a well-educated workforce in the areas of science, technology, engineering and math.

Foundations - The pilot has been supported by the JP Morgan Chase Foundation for two years so far.

Friends and Family – The support of friends and family is vital to student success. Not only is family support needed to ensure that students attend school and project activities, but also to support the student in their long-term academic and vocational goals. This is why the project is increasing its emphasis on equipping parents to be part of their child’s educational success.

Businesses—Local businesses, especially those in STEM related fields, are key to the future success of the project. The inclusion of job shadowing and mentoring cannot exist without the support of the business community. As the future employers of the students, their input and encouragement is valuable to the students as well.

There are numerous barriers that will hinder the program. In the current educational environment there is a significant shortage of funding for the “extras” in education. There is also a significant lack of connection between the typical program of study in school and the connections between the “real world” skills needed to succeed in the 21st Century. Also, there is a lack of time for schools and teachers to help to plan, organize, and carry this vision and plan. To overcome these obstacles the Campo Verde High School Biomedical Sciences Program has developed a detailed Marketing & Fundraising Manual for the program. The CVHS Biomedical Sciences Program will expand business and parent participation in the Biomed Advisory Board and will continue with the creation of a Biomed Boosters formed by parents. Finally, there will be the creation of teacher stipends to help support teachers for their work in the out of school components of the program.

All of the partners provide students experiences that go beyond the classroom.

> AT Still University, Gilbert Hospital, and the Arizona Heart Foundation organize field trips that consist of discussions with health care professionals and medical procedure observation.

> Catholic Healthcare West coordinates guest speakers on current health careers and issues.

> Arizona Heart Foundation develops and monitors in-house and community program activities, organizes volunteer opportunities, utilizes existing relationships with healthcare organizations (physician practices, hospitals, research institutions, etc.) industry (biomedical and pharmaceutical) to secure rotations, internships, science fair competitions, and one-on-one interviews.

In addition each partner focuses on the development of interpersonal and networking skills needed to succeed in the 21st century.

Currently our program is funded by general education funds, donation from student families and the Arizona Heart Foundation. However as the Campo Verde High School Biomedical Science Program enrollment increases, Arizona Heart Foundation will increase the number and scope of the curriculum enhancement experiences. Additional funding sources are required to meet these needs.

Potential barriers include the lack of awareness and knowledge about STEM education and careers among low-income, minority students and their parents; limited experience of middle school educators to present STEM coursework using innovative, community-based models in preparation for success in the 21st century; access to funding to support STEM education for low-performing students. Educating administrators, parents, educators and potential funders and sharing important information on literacy-focused learning intertwined with STEM learning in middle school after school programs can be done through town hall school meetings, parent teacher meetings, school-community meetings, and social media. Information like: The Afterschool Alliance, in partnership with MetLife Foundation, examining critical issues facing middle school youth and the vital role after-school programs play in addressing these issues have found after-school programs offer an ideal setting for nurturing the potential scientist in every student, as well ...as reinforcing the science taught during the school hours.

Based on their area of expertise, various organizations, community groups and leaders, businesses, ect., will be vital stakeholders in the success of this program. NCEBC Project Ignite are: City of Indianapolis, MSD Lawrence Townships Schools, Indiana State Department of Education, Indiana Afterschool Network, NASA, National Association for the Advancement of Colored People, National Association for Multicultural Education, National Black Child Development Institute, National Education Association, National Urban League, United Negro College Fund, National Alliance of Black School Educators, American Federation of Teachers, Indiana University Purdue University at Indianapolis, National Urban Alliance, Schott Foundation, Balfour Foundation, Lumina Foundation, Eli Lilly & Company, Mays Chemical Company, and Clarian Hospitals.

Project is supported by funds from the Department of Education, NCEBC memberships, Lawrence Township Schools and local businesses who will provide in-kind services. Several foundations have already pledged their support of the after-school program based on previous success through the Literacy Centers and the endorsement of the DOE.

We will address three challenges: technical expertise, funding, and viable vision. The portal developers are faculty members, MESA directors and computer science students with expertise in website development and educational interventions for disadvantaged students. Lacking is expertise in packaging content usefully and attractively so as to stimulate widespread use. Partners who, in the past, have given financial contributions to MESA including IBM, AT&T, Oracle, Google, Synopsys, and Microsoft are being asked to lend presentation and marketing expertise to the project because each has experience in developing and marketing online educational resources. The greatest need for non-state funding is in the first three years. State officials estimate the budget crisis will go on for three more years. If the estimate is accurate, an attempt will be made to write portal maintenance cost into MESA's state budget in 2015. Continuing development funds are being sought through proposals to federal agencies, through foundation grant requests, and through requests for corporate donations. A general vision of extending MESA's reach in difficult economic times launched the portal. Now a more refined vision is needed that includes a vision for what to include for each service sector the portal will reach, how to continually refine offerings, and how to promote usage within MESA and more generally by teachers everywhere to help improve U.S. science, mathematics, and engineering education. We will depend on area experts and feedback from users to refine the initial vision.Approximately 200 words left (1600 characters)

MESA is a partnership. It also partners with other stakeholders, and seeks partners it has not yet secured. MESA consists of centers. Each center has student "clients." MESA Schools Program centers serve pre-college students. MESA Community College Program centers serve community college students. MESA Engineering Program centers serve students at four-year institutions. MESA functions in nine other states besides California. The programs in all the states are partnered in a loose federation called MESA USA whose president is the executive director of California MESA. The federation and the partner centers in California provide the infrastructure for accomplishing widespread use of the portal. MESA's ongoing partners are the pre-college districts and schools, the community colleges, and the universities in which MESA has programs. Most of these partners supply program funds and space. California State University, Fresno where the portal was developed, is a good example of the fruits of the MESA-academic institution partnerships. Finally, we are looking to corporations that have supported MESA financially and who have expertise in developing and marketing web products, particularly educational products, to now partner with MESA on the portal project. MESA is working to form partnerships with Google, Microsoft, IBM, Synopsys, and Oracle in order to gain technical assistance and links to relevant content. The most likely initial partner is Oracle with which MESA is already partnered in promoting use of ThinkQuest, Oracle's online education tool. Approximately 200 words left (1600 characters)

The MESA program overall is supported by individuals, foundations, businesses, regional government, national government, and customers. The portal project is supported by regional government, businesses, and customers. Base funding comes from the MESA budget, which, in turn, reaches MESA through an annual allocation from the State of California, the regional government portion of project support. MESA funds were allocated to the MESA center at California State University, Fresno to do the initial work on this project. The MESA director and university computer science students built the pilot system. The MESA program tested it for three years in schools in the Fresno-area school districts it serves. The testing brought the project to its current state of development. Each institution served by MESA uses a portion of its own funds to help underwrite the cost of the program. In the case of Fresno, the university gives office space, equipment, and partially supports the salary of the director of the MESA Engineering Program. This is the portion of support that we describe as support from customers. The third funding source for the project is businesses. Currently, the main support comes from Oracle. MESA is working with Oracle to make greater use of one of Oracle's internet-based learning products called ThinkQuest. It is intended that the work underway using ThinkQuest in schools will be transferred to the portal and made widely available as an essential component of the MESA program.