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Educator , North East, MD Full time position at NorthBay Education, working with diverse populations from the Mid Atlantic Region in the context of a one-week residential education program. Teaching various scientific units to public school classes, grades , 1 to 2 days per week. Requires an active and resourceful individual to instruct students in an engaging manner. Lessons differ per grade. In summer months, instructs mountain biking classes to groups of approximately 15 children ages Assist teachers in the classroom setting.

Instruct students in one-on-one tutoring situations. Work with students grades in the after-school program. Teach guitar and drum technique to students during scheduled times. Positions held: lifeguard, teacher, counselor, audiovisual producer. This position teaches flexibility and adaptation. As teacher of specialized classes like canoeing or fishing, communication skills are fostered.

Audiovisual producer is required to have knowledge of related software and hardware; this position requires a dependable individual with superior work ethic. Fostering community and engaging in both formal and informal mentoring with individuals from high-risk areas. Living by example and playing games and putting on programs in troubled neighborhoods.

Stands for empowering individuals including high-risk youth, adults of low socioeconomic statuses and teens struggling to make positive choices in socioeconomically challenged communities. Volunteering at freedom outreach requires sacrifice and spending considerable amounts of time in risky areas, but is extremely rewarding getting to see networks of constructive relationships being formed and healthy growth in struggling youth.

More important than the number of hours available to work or the pay was the meaning of the tasks. The Department of Environmental Health and Safety worked in conjunction with the Water Resources Agency on the Stormwater Program in order to locate, mark and record nearly 1, catchbasins to make managing of stormwater at the University of Delaware more environmentally friendly. Experience our world-circling impact in the Annual Report!

Keeping with our tradition of being on the cusp on innovation, this report is made available to you in Story Map format. Susan has a rich background in storytelling, with particular expertise in the world of Public Radio. Check out her faculty bio page for more on Susan! The semester will kick off with a one-week Base Camp geared towards teaching students how to use the different technologies that together create our global classroom. During the break, many current students took part in the India Residential, which focused on teaching Gandhian Methods of social change.

Be sure to check out our Instagram account to see more photos of the experience! Future Generations lost a friend when John Campbell passed away in November of He encouraged us to take risks; specifically to push against the limits of accreditation policies to achieve the true purposes of learning. Although no longer physically here to encourage us, his message endures.

We first became acquainted with John a decade and a half ago when he came as a member of the Higher Learning Commission accreditation team, sent here to inspect whether Future Generations was meeting the requirements of higher education and deserved accreditation. What set John apart was that in checking the boxes, he was searching for achieving the higher purposes of the regulations. John spoke at length with our president, Daniel C. Taylor, and the message he gave was that to achieve learning requires going forward, building on the resources present in the place.

The place of Future Generations University is the world, with students from around the world who learn from the world … and most importantly shape their local worlds into better places. John recognized the potential in our idea, which was new at the time, and remained in contact with the school until his death. John was born near Goodman, Missouri and grew up on a small farm. He was the first of his immediate family to graduate from high school, and credited the receipt of a scholarship from the Sears Roebuck Corporation as the impetus to enroll in the University of Missouri-Columbia MU.

There he earned a B. Also during this time, a friend introduced him to Eunice Vieten, who shared his background of having grown up on a dairy farm. The two married and remained happily so until his passing, raising three children and later becoming grandparents along the way. After receiving a fellowship to pursue Master of Science degree in Dairy Manufacturing, he served one year in the Army reserves, having been in the ROTC during college. After discharge from the Army, he returned to Columbia to pursue his PhD in dairy cattle nutrition and physiology at MU.

Following completion of his PhD in , John joined the MU Dairy Science faculty where he quickly rose through the ranks to become a full professor in He received nearly every award available to faculty members during his 17 years teaching there. John taught several courses relating to dairy husbandry and animal sciences, and co-authored two textbooks. In this new role, he demonstrated a zeal for the land-grant philosophy of higher education — providing educational and career opportunities for the sons and daughters of the working classes.

He gained support from private individuals and corporations to establish a merit-based scholarship program to help recruit, recognize and support high-caliber students to pursue careers in agriculture, home economics and related professional fields. The program has been highly successful with alumni holding prominent positions in industry and at universities.

Innovation, dedication and cooperation with people, both within and outside the College of Agriculture, were hallmarks of his deanship. At OSU he continued his student focus, championed international involvement and inter-university partnerships, and expanded distance learning. In , he published his fourth book Reclaiming a Lost Heritage: Land-Grant and Other Higher Education Initiatives for the Twenty-First Century, which has been used in teaching Honors Courses and educating others on the heritage of the land-grant system.

John retired from Oklahoma State University in and returned to Columbia, Missouri to take aim at new goals and opportunities. He also continued presenting lectures for numerous organizations. Throughout his professional career, John demonstrated a caring attitude toward and sincere interest in students, their careers, and personal lives. He had the privilege of teaching more than 12, students and published more than papers.

He accomplished much and left a legacy at each of the universities where he served. These have their own intrinsic value, but also ultimately benefit people in ensuring that natural resources are protected rather than exploited to the point of unsustainability; that air, land, and water are protected in ways that promote public health, and that global warming and other forms of environmental harm are mitigated.

But there is a fallacy at the heart of the notion that the primary way to advance conservation is by removing people from nature. People and nature are not necessarily adversaries. There are many examples, including contemporary ones, of people serving as successful guardians of nature, rather than as antagonists to the environment and its conservation. The misguided notion that people and nature are adversaries has sullied conservation since the incarnation of the modern conservation movement.

It needs to be acknowledged and addressed because it both hinders and slows environmental conservation and can contribute to denying the human rights of people who depend on nature for their livelihoods. For many people, as individuals and as communities, their lives, values, and cultures are intimately and inextricably bound with nature. But there is an open secret about one American football team that, while famous for the quality of its players and the passion of its supporters, should also be famous for its communitarian spirit, structure, and values. This challenges the dominant paradigm of what drives sports in America and around the world: profit making.

Sports are big business and they are, for the most part, run as big business. And it turns out that while the Green Bay Packers do make money what they do with that money and how they reinvest it in their community is what is so unique and notable, beyond their sporting excellence. So how is this team a charity?

How does it promote community welfare?

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The answer is that instead of making money, the purpose of the team is winning for the community. About Abraham Lincoln so much has been written it appears unlikely that there is more to say about him that might be new to readers. Lincoln was committed to advancing human development in a young United States in a way that was deeply democratic, progressive, and marshalled human resources in innovative ways that were ground-breaking and far-reaching for his time. We take the holiday of Thanksgiving for granted; it has become one of the defining features of American cultural life.

To this day, it continues to do so and to bind Americans across boundaries of difference, both real and imagined, small and profound. Seed-Scale has been used by Native American communities to explore and assess their communal needs and resources and to advance development that stems from the community and reflects its needs and preferences.

The White Mountain Apache of Arizona have historically had mixed experiences of government neglect as well as government support, with government support often creating unsustainable relationships of dependency that undermined dignity and freedom. A high percentage of the people still speak the Apache tongue, and they try to keep the older ways alive. Older residents tell of idyllic childhoods spent in the forests with deer and other wildlife as neighbors, when Cibecue Creek still abounded with trout and beaver.

They tell of times when women spent their days collecting plants for food and medicines while men and children spent their days on horses. Young people are encouraged to learn traditional stories, dances, and handicrafts and to take an active part in rituals that strengthen tribal identity and values. Want to learn more about what Future Generations University is all about?

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Attend one of our upcoming virtual information sessions to find out! Sessions will be held at two separate times with our Chief Academic Officer and a Specialization Director. If you are confident in English, you can go further and sift through this content. If you have cultivated your critical thinking skills, you can go even further and compare the content you are reading with the reality of sustainable development in your context. Then think about how English fluency fundamentally impacts who gets access to the knowledge critical for understanding and meaningfully supporting the health of our changing planet.

Now, what if you are not confident in English? Maybe the only content you can access is general information. You know what I mean, the information that explains that if we drive our cars less then we can stop the polar ice caps from melting and save polar bear habitats. Those of us in the development sector know that sustainable development has many definitions and that its diverse definitions, applications, and manifestations are a result of complex contextual realities.

Yes, sustainable development is certainly a concept to associate with solutions to climate change.

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However, sustainable development as a solution must be understood in context , in a way that values local economics, health, infrastructure, and all of the other important topics of the United Nations Sustainable Development Goals. Here is where the study of language and the study of sustainable development are similar. Imagine you are a 10 th Grade student living in rural Vietnam with a high likelihood of never traveling outside of your country.

You go to English class a required subject and open up your textbook published in London and scan the lesson. The lesson asks you to imagine you are discussing your recent trip to Piccadilly Square in London. What did you see? What did you eat? How were the British people? Now ask yourself, am I going to be engaged in learning how to communicate with this kind of content? Also ask yourself, will this lesson give me skills for a future career?

But the truth is, English is a global language. It can be used in rural and urban Vietnam to connect people, business opportunities, science, and funding from around the world. It can also be used to foster international collaboration on sustainable development solutions for communities. The process is the same with sustainable development knowledge acquisition.

What if the content you access is tooooo unconnected to your context? Will your sustainable development education equip you to visualize sustainable development in your context? For many, the answer is no. Arctic ice problems are important. However, if they are presented as an isolated challenge, they will seem like frivolous topics of study for someone living in a tropical river delta…say the Mekong River Delta. And those of us fluent in sustainable development know just how connected the ice caps are to our oceans and the river deltas that neighbor oceans.

Now, I have a BIG question regarding English fluency as a tool to access, sift through, and critically think about sustainable development. Can we drive English language acquisition while driving sustainable development knowledge acquisition? What is Bending Bamboo you might ask? Bending Bamboo is a process for acquiring intercultural, communicative, competence, confidence and collaboration iC5 skills in English and sustainable development.

Bending Bamboo does this by connecting English and sustainable development to context. Over a two-year cycle of workshops and online forums, Mekong Delta teachers and professionals work together to acquire their own iC5 skills and then create a curriculum that teaches these iC5 skills to their students and employees. The first deliverable of this cycle is a teacher text. The next is a student text.

Both incorporate local research on sustainable development in Vietnam and South East Asia. Both incorporate the knowledge of the teacher, farmer, tour guide, and corporate professional. They both seek to support English language and sustainable development knowledge acquisition. During 60 hours of workshop learning, participants were introduced to sustainable development information and stories from local and global perspectives, in English.

Local and foreign experts were brought in to share their science with the participants, in English. As proficient English speakers already, the participants could sift through the content of the workshop. Tasked with reviewing and comparing sustainable development content from here and there , teachers also cultivated their critical thinking skills.

For 18 participants, this was their second Bending Bamboo workshop. For these 18 participants, post-workshop evaluations showed that both their communicative English confidence and sustainable development knowledge confidence grew! Bending Bamboo participants are citizen-leaders in the Mekong Delta of Vietnam. They are knowledge bridges for their communities.

These citizen-leaders are now critically interacting with local and global sustainable development discourse. Even better, these citizens are, inherently, strategically positioned to spread their knowledge. Bending Bamboo is currently leveraging this strategic positioning through the collaborative creation of the Bending Bamboo Teacher Text for grade teachers in Vietnam.

As Bending Bamboo continues to answer, through data, its BIG question, it also eagerly and intentionally looks forward to answering the next question. Can the integrated Bending Bamboo curriculum not only drive communicative English and sustainable development knowledge acquisition, but also drive sustainable development action? Now, just for fun, I shall end with two more questions. What happens when Vietnamese youth are confident in integrated iC5 skills for English and sustainable development?

What impact will this rising generation of Vietnamese citizens have on their provincial, national, ASEAN, and global communities? Read: Powell, Mike Which Knowledge? Whose Reality? Development in Practice, 16 6 , It is often assumed that to make major advances in the quality of human well-being development efforts that address healthcare, education, food security, and the well-being of women and children are necessarily extremely resource intensive and therefore dependent on massive outlays of funding to advance human security.

Successful forms of development that have been transformative in positive ways and are well documented in development literature show that human well-being can be advanced with basic resources that can be found in most communities, including in countries that lack financial resources and are classified as low income. More significantly, trust, cooperative communal efforts to pool resources and expand them, careful and equitable planning, and support of local and national government coupled with local grassroots efforts are often sufficient to advance human development.

These advances lead to tangible improvements in life expectancy, improve quality of life and enhance health outcomes, promote the realization of the human rights of children and women and human rights more broadly, expand educational opportunities, and raise incomes and improve food security. Kerala, a region of South India, made huge advancements in human development without being dependent on external aid for enabling this transformation.

Kerala achieved the best health and education levels of development in India already by the s, and continues to sustain them, while also maintaining the highest rate of political participation in India. But, counterintuitively, it was also the poorest state in India when it had these dramatic health and education achievements. In this seeming contradiction we can find vitally important lessons about advancing human development which may be counterintuitive, and for that reason merit attention. According to Taylor and Taylor, this social movement initially fought back against caste-based discrimination but continued beyond that, advancing public literacy and education, promoting land reform, and making scientific knowledge broadly available to the public which has also played a role in public advocacy for continued environmental conservation.

The high literacy rate, for example, has enabled the average Keralan to follow newspapers and hold political leadership accountable in democratic elections and in between elections. The evidence Taylor and Taylor provide is substantive and significant: In while life expectancy was 74 years in Kerala it was 59 years in all of India. In , Kerala was the only state in India in which there was no preference for male babies; in its gender ratio was 1, females to 1, males, compared with females to 1, males for India as a whole.

Taylor and Taylor note that economic wealth did eventually result from these substantial advances in human development in Kerala. Today Kerala enjoys both high levels of social development and economic growth and greatly increased financial resources. But undoubtedly, it has lessons for all countries seeking to advance human development and to the United States and other countries when conceptualizing and implementing development aid. These lessons are encouraging in their affirmation of local capacity to advance positive social change from within that draws upon domestic human resources, some — but relatively moderate support from abroad, and the values and social policies that advance equity, social justice, and human emancipation which ultimately can unleash human development and well-being.

Taylor, and Jesse O. All photos throughout post taken from various Future Generations activities in Nepal. Traditional development has not dealt kindly with Nepal and has not succeeded despite huge investments of both human and financial resources over many decades. If the best current development practices were effective, then they should have worked in Nepal. There were plenty of good intentions in all the right places. Economic growth was to reduce poverty. Education and elections were to build accountable government. Health services were to double life expectancy.

For each, targets were set, and programs were generously funded. But while there was progress in many measurable program indicators, in each sector dysfunction grew in terms of how system relationships were functioning. Programs that were started fell apart when funding was diverted to other programs that interested donors. Newly built school buildings and schools a few years after being built by donors looked abandoned. This dynamic is not unique to Nepal. Indeed, it characterizes the failures of traditional development programs around the world which Nepali development projects typified.

Looking at Nepal as a case study helps to understand why community-based development that is genuinely communally oriented and involves real local participation and implementation is far more likely to succeed and be sustainable than traditional development projects reflecting huge, external outlays of cash and foreign expertise, but without local participation.

Without an integrated role for the Nepali government on national and regional levels to work in a three-way partnership both with local Nepali communities and with external development and aid agencies — and the resources and expertise they bring — development in Nepal was not sustainable. The Taylors argue that although Nepal lacked financial and human resources initially, in the s, when development projects began, Nepal actually had access to extensive financial and human resources available since that time, for over sixty years.

The problem was and remains that it was not working effectively, and it was not responsive to community needs. Traditional development programs implemented during these fifty years did not consider how the Nepali economy in the s and through the s was systematically excluding a huge sector of the Nepali population. The core reason why the quality of life had gone down for the bottom quintile was that the currency of change had shifted. In , a barter economy based on human energies gave employment options to poor people; but by the monetary economy had removed labor-based options; money was now required to participate in the modern world.

Pockets of development would often take place in an isolated, temporally-bound manner creating the illusion of development momentum and positive change. Once the money and human resources stopped coming in, the development projects ended, development indicators declined, and local communities had neither gained in capacities nor resources to advance their own development and sustain it. By definition, a program of development that relies primarily on external support and that does not reflect local communal needs and participation will eventually peeter out when funding ends and when human resources experts complete whatever block of time they have committed to a particular development project and country.

When they leave and when funding ends, projects decline and eventually — often — die out altogether, with no one locally available to maintain and continue them. Thus, there were decades when it appeared that traditional development was working: roads were being built, schools constructed and staffed with teachers, the economy diversifying, and Nepalis working abroad and returning to Nepal remittances that assisted Nepalis in Nepal to raise their incomes and their human development.

Hotels and restaurants opened in Katmandu raising incomes and increasing employment there. But these economic changes and expansions were not well distributed across the country in an equitable way and many were not long lasting. The lack of democratic accountability, a rigid and exclusionary caste system, and high levels of corruption all contributed to the failure to advance development that was genuinely and sustainably transformative.

The international community acquiesced in maintaining old-order structures. For example, during these decades not one embassy or aid agency had more than a handful of token low-caste employees in managerial positions or engaged in systematic affirmative action hiring. Development was growing into a world of appearances: outputs were measured and contracts fulfilled, but connections between programs tended to be ignored.

When the monarchy was overthrown what resulted was civil war, mass violence, and chaos. Although efforts were made to write a new constitution and find more effective forms of governance that were truly inclusive and responded to the needs of the people, corruption, dysfunction, inequality, injustice, lack of responsiveness to local and regional needs and preferences, and collapse of the rule of law characterized Nepal.

By , a once-expanding infrastructure built by foreign assistance was crumbling: roads, government offices, clinics, schools, postal services, agriculture extension services, even tax collection. An increasingly corrupt government system could not maintain infrastructure that aid had built. Ancient divisions of caste and tribe persisted, crippling social advancement as half of the national population, women, still were only symbolically included in decision making.


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In contrast to the failures of traditional development efforts, Nepal has had substantial success in local, community-based development efforts — though these have not been extensive enough to lift the entire country out of poverty and they have received far less support from both the Nepali government and external donors than traditional development efforts. Many of these efforts are ongoing.

Nepal is filled with such examples [of community based development]: community-based clinics and schools, forests, microcredit schemes, and water supply systems. But these successes, outside of several select cases such as eco-tourism, have not been able to scale-up and are limited to local, grassroots initiatives. Nepal is perhaps unusual in that although it has a record of failed traditional development — as many countries do — it simultaneously has a record of successful community based development which many countries do not. SEED-SCALE has been well demonstrated in Nepal in a variety of contexts — from community-based road and bridge building efforts that have been high quality and extremely cost effective — with lasting benefit expanding trade and enabling improved travel for access to healthcare and markets to sell goods and services and produce grown in the countryside — to a sophisticated eco-tourism enterprise and range of extensive tourism related businesses incorporating tour guides, restaurants and hotels.

While many of these programs have not been able to expand beyond largely localized programs, if the Nepali government on the national and regional level and foreign donors and aid agencies learn from the mistakes of the past and build on the successes of SEED-SCALE, Nepal will be able to advance its own development sustainably and successfully. Then the community development that is currently taking place on a relatively small scale could eventually characterize the country as a whole for the better of all its citizens and contribute to equitable, expansive, participatory, and sustainable human development.

Patterns of human settlement are becoming increasingly urban and with these changes come both challenges and opportunities to advance human development. Your words and actions are change-making tools waiting to be used! Equip Yourself to Make the Change You Wish to See is an immersive opportunity to begin your path towards creating more just and lasting futures for all.

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