Grant-Making Pilot Initiative in Sierra Leone
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Youth Engagement and Empowerment Report
Youth Engagement and Empowerment In Jordan, Morocco and Tunisia Agenda Youth Engagement and Empowerment In Jordan, Morocco and Tunisia November 2018 version TABLE OF CONTENTS │ 3 Table of contents Introduction ........................................................................................................................................... 5 Notes .................................................................................................................................................... 6 Chapter 1. Towards national integrated youth strategies ................................................................. 7 Jordan ................................................................................................................................................... 7 Morocco ............................................................................................................................................... 9 Tunisia ............................................................................................................................................... 10 Good practices from OECD countries ............................................................................................... 11 Chapter 2. Strengthening the formal body responsible for co-ordinating youth policy and inter-ministerial co-ordination ........................................................................................................... 13 Jordan ................................................................................................................................................ -
Youth Declaration of Rights Vermont Youth Have the Right To
YOUTH DECLARATION OF RIGHTS VERMONT YOUTH HAVE THE RIGHT TO: EDUCATION MENTAL HEALTH Access free classes on Basic Life Skills (signing a lease, Have access to affordable mental health care budgeting, taxes, resumes, etc.) A personal break to handle their mental situation Equal opportunities and experiences in arts education Choose their own identity, whether that be sexual before, during, and after school orientation, religious identification, and/or gender A post-secondary education no matter their financial identification situation Have people in society who support their mental well-being A student-directed, safe space for afterschool support and community engagement free of charge NATURAL ENVIRONMENT Time outdoors during the school (or work) day A healthy environment that provides the basic necessities to all life Know about the environment, and what is being done to it EQUALITY & JUSTICE Have a say about what happens to the environment Explore their identities in a safe environment Safe recreation in the outdoors and in their communities Education on gun safety and to live in a gun-aware PHYSICAL HEALTH community that is educated and aware of proper gun usage Hygienic products, clothing, and utilities suitable for all Have their voices heard in legal decisions that affect climates and environments everyone Have access to outdoor recreational and natural spaces Be protected in all of their life circumstances, be able to (e.g., parks, fields, courts, lakes, pitches, trails, paths, etc.) have their own privacy in their environments, -
Developing and Validating a Scale to Measure Youth Voice Jessica Bartak University of Nebraska - Lincoln, [email protected]
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Theses, Dissertations, & Student Scholarship: Agricultural Leadership, Education & Agricultural Leadership, Education & Communication Department Communication Department 12-2018 Developing and Validating a Scale to Measure Youth Voice Jessica Bartak University of Nebraska - Lincoln, [email protected] Follow this and additional works at: http://digitalcommons.unl.edu/aglecdiss Part of the Leadership Studies Commons Bartak, Jessica, "Developing and Validating a Scale to Measure Youth Voice" (2018). Theses, Dissertations, & Student Scholarship: Agricultural Leadership, Education & Communication Department. 108. http://digitalcommons.unl.edu/aglecdiss/108 This Article is brought to you for free and open access by the Agricultural Leadership, Education & Communication Department at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Theses, Dissertations, & Student Scholarship: Agricultural Leadership, Education & Communication Department by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. DEVELOPING AND VALIDATING A SCALE TO MEASURE YOUTH VOICE By Jessica E. Bartak A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Science Major: Leadership Education Under the Supervision of Professor L.J. McElravy Lincoln, Nebraska December, 2018 DEVELOPING AND VALIDATING A SCALE TO MEASURE YOUTH VOICE Jessica E. Bartak, M.S. University of Nebraska, 2018 Advisor: L.J. McElravy The purpose of this study is to develop and validate a scale to measure the level of engagement of youth in their community or organization using the construct of youth voice. Youth voice consists of three levels: being heard, collaborating with adults, and building leadership capacity. -
National Youth Rights Association Jason Kende
Board of Directors PO Box 5882 Christopher Coes -- Washington DC 20016 Scott Davidson http://www.youthrights.org [email protected] Laura Finstad Rich Jahn National Youth Rights Association Jason Kende Alex Koroknay-Palicz Johnathan McClure To: Federal Elections Commission Re: Rules regarding political contributions by minors Kathleen Miller Brad White In light of the December 10 Supreme Court's use of no uncertain terms in to strike down the Bi-Partisan Campaign Reform Act's provision that Board of Advisors individuals 17 and under were banned from political giving, the National Youth Rights Association urges a liberal interpretation of the rules Adam Fletcher when implementing the Court's ruling. To accommodate the decision Founder, Freechild.org in McConnell vs. FEC we believe the greatest deference must be paid David Hanson, Ph. D. to youth wanting to donate money to political campaigns and parties. Professor. State University ofNew York at Potsdam Specifically we recommend the following: 1. Minors 14-17 should be treated no differently from adults in the Bennett Haselton area of political donations. President. Peacefire 2. Minors between 7 and 14 should have an initial presumption of Grace Llewellyn capacity that is rebuttable. Author. "Teenage Liberation Handbook" 3. Minors 7 and under should have a rebuttable presumption of incapacity. Mike Males, Ph.D. 4. Minors should be able to donate from bank accounts where they Author. "Framing Youth" have full access to the funds, even if parents or guardians must Roderic Park, Ph. D. co-sign to open the account. Former chancellor. University ofColorado - If a hearing is scheduled, NYRA is interested in testifying. -
Leveraging Youth Advocacy May 5, 2021
School Mental Health Virtual Learning Series January 2021-August 2021 Youth MOVE National: Leveraging Youth Advocacy May 5, 2021 Technology Support • Slides will be posted on the NCSMH website (www.schoolmentalhealth.org) and emailed after the presentation to all registrants • Please type questions for the panelists into the Q&A box. • Use chat box for sharing resources, comments, and responding to speaker Web Mobile App Tiffany Beason Larraine Bernstein Taneisha Carter Elizabeth Connors NCSMH Faculty Coordinator Senior RA NCSMH Faculty Dana Cunningham Sharon Hoover Nancy Lever Jill PGSMHI Director NCSMH Co-Director NCSMH Co-Director Bohnenkamp NCSMH Faculty Oscar Morgan Michael Thompson Dave Brown MHTTC Project Director MHTTC Sr. TA Specialist Senior Associate School-based Training Behavioral Health Equities Perrin Robinson Britt Patterson Kris Scardamalia Communications Director NCSMH Faculty NCSMH Faculty Central East Geographical Area of Focus HHS REGION 3 Delaware District of Columbia Maryland Pennsylvania Virginia West Virginia What Does Central East MHTTC Do? Actions • Accelerate the adoption and implementation of evidence‐based and promising treatment and recovery-oriented practices and services • Strengthen the awareness, knowledge, and skills of the behavioral and mental health and prevention workforce, and other stakeholders, that address the needs of people with behavioral health disorders • Foster regional and national alliances among culturally diverse practitioners, researchers, policy makers, funders, and the recovery community • Ensure the availability and delivery of publicly available, free of charge, training and technical assistance to the behavioral and mental health field National Center for School Mental Health MISSION: Strengthen policies and programs in school mental health to improve learning and promote success for America's youth • Focus on advancing school mental health policy, research, practice, and training • Shared family-schools-community mental health agenda Directors: Drs. -
Download Issue
YOUTH &POLICY No. 116 MAY 2017 Youth & Policy: The final issue? Towards a new format Editorial Group Paula Connaughton, Ruth Gilchrist, Tracey Hodgson, Tony Jeffs, Mark Smith, Jean Spence, Naomi Thompson, Tania de St Croix, Aniela Wenham, Tom Wylie. Associate Editors Priscilla Alderson, Institute of Education, London Sally Baker, The Open University Simon Bradford, Brunel University Judith Bessant, RMIT University, Australia Lesley Buckland, YMCA George Williams College Bob Coles, University of York John Holmes, Newman College, Birmingham Sue Mansfield, University of Dundee Gill Millar, South West Regional Youth Work Adviser Susan Morgan, University of Ulster Jon Ord, University College of St Mark and St John Jenny Pearce, University of Bedfordshire John Pitts, University of Bedfordshire Keith Popple, London South Bank University John Rose, Consultant Kalbir Shukra, Goldsmiths University Tony Taylor, IDYW Joyce Walker, University of Minnesota, USA Anna Whalen, Freelance Consultant Published by Youth & Policy, ‘Burnbrae’, Black Lane, Blaydon Burn, Blaydon on Tyne NE21 6DX. www.youthandpolicy.org Copyright: Youth & Policy The views expressed in the journal remain those of the authors and not necessarily those of the Editorial Group. Whilst every effort is made to check factual information, the Editorial Group is not responsible for errors in the material published in the journal. ii Youth & Policy No. 116 May 2017 About Youth & Policy Youth & Policy Journal was founded in 1982 to offer a critical space for the discussion of youth policy and youth work theory and practice. The editorial group have subsequently expanded activities to include the organisation of related conferences, research and book publication. Regular activities include the bi- annual ‘History of Community and Youth Work’ and the ‘Thinking Seriously’ conferences. -
Strategies to Strengthen Youth Leadership and Youth Participation Opportunities in Central Appalachia
University of New Hampshire Carsey School of Public Policy PHOTO COURTESY OF APPALSHOP Strategies to Strengthen Youth Leadership and Youth Participation Opportunities in Central Appalachia Spring 2015 Rebecca O’Doherty Ada Smith Ben Spangler Elandria Williams Katie Richards-Schuster carsey.unh.edu 2 CARSEY SCHOOL OF PUBLIC POLICY Introduction Youth participation, as a field of practice and subject of study, draws on directions in health planning, social Appalachia is at an economic crossroads. Coal min- policy, community development, and youth develop- ing is decreasing as our country increasingly relies ment practice; interdisciplinary research in social work, on natural gas and other alternative forms of energy. public health, and community planning; and recognition Because of these changes, the Appalachian region by the United Nations Convention on the Rights of the has lost thousands of its most high- ‐paying jobs, Child (Checkoway, 1995, 1998; Finn & Checkoway, 1998; causing other sectors to suffer—and although these Checkoway & Richards-Schuster, 2001, 2003; Checkoway industries are well known for their “boom-bust” et al., 2003; Mullahey et al., 1999; Rajani, 2000). cycles, the future of another “boom” for Central Although some view young people as problems or Appalachian coal is unlikely. With this economic victims, a youth participation approach views young reality in mind, everyday conversations include the people through a lens of citizenship with agency and region’s future. What kind of economy can be made as contributors to the development and change of their in Appalachia? What type of future do residents communities and institutions (Finn & Checkoway, want? How should local governments deal with the 1998; Finn, 2001; Kurth-Schai, 1988). -
Engaged for Success
Engaged for Success Service-Learning as a Tool for High School Dropout Prevention A Report by Civic Enterprises in association with John M. Bridgeland Peter D. Hart Research Associates for the John J. DiIulio, Jr. National Conference on Citizenship Stuart C. Wulsin April 2008 Table of Contents Executive Summary ............................................................................................ 1 The Potential to Increase Student Attendance and Engagement ..................................................... 2 The Promise of Service-Learning in Fostering Motivation and Achievement ................................. 2 Making Service-Learning More Widely Available as a Dropout Prevention Tool ........................... 3 Policy Pathways ................................................................................................................................. 3 Our Failing Schools ............................................................................................. 5 Causes of Dropout ............................................................................................................................ 6 Students Identify Ways Schools Could Improve ............................................................................... 6 Policy Solutions ................................................................................................................................. 7 Service-Learning in Our Schools ........................................................................... 7 The Need for Increased Access -
The Drinking Age
Vermont Legislative Research Shop Lowering the Drinking Age The minimum legal drinking age fluctuated throughout the second half of the 20th century, yielding mixed results. After prohibition was repealed in 1933, almost every state set the minimum legal drinking age (MLDA) at 21 years.1 In 1970 Congress lowered the voting age to 18, which began a movement to lower the drinking age, as well. During the Vietnam era, many people were outraged that 18 year‐olds were fighting overseas yet could not have a drink. In the period between 1970 and 1975, 29 states lowered their MLDA to 18, 19 or 20. A study by Alexander Wagenaar revealed that in states that had lowered their minimum age there was a 15 to 20% increase in teen automobile accidents.2 This information influenced 16 states to raise their MLDA to 21 between 1976 and 1983. Pressure from groups such as Mothers Against Drunk Driving (MADD) led to the signing of the Uniform Drinking Age Act by President Ronald Reagan on July 17, 1984.3 This act mandated a significant decrease in federal transportation funding for states that did not raise their MLDA to 21. Worldwide, the United States has the highest MLDA, with others ranging from birth to age 20.4 The majority of countries have a MLDA of 18. In most of these countries, however, the family teaches responsible drinking from a very young age. Since 1960, over one hundred studies have been conducted to analyze the effects of raising the MLDA. This research was examined by Alexander Wagenaar to determine the trends that appeared in the conclusions.5 Some of these studies provided evidence supporting a MLDA of 21, while most others found no conclusive results. -
The Implementation & Evaluation of a Youth Empowerment & Leadership
SIT Graduate Institute/SIT Study Abroad SIT Digital Collections Capstone Collection SIT Graduate Institute 4-2016 KickAct: the Implementation & Evaluation of a Youth Empowerment & Leadership Program Crystal M. Denny SIT Graduate Institute Follow this and additional works at: https://digitalcollections.sit.edu/capstones Part of the Civic and Community Engagement Commons, Entrepreneurial and Small Business Operations Commons, Leadership Studies Commons, Liberal Studies Commons, Other Teacher Education and Professional Development Commons, Other Theatre and Performance Studies Commons, Politics and Social Change Commons, Recreation Business Commons, Service Learning Commons, and the Sports Studies Commons Recommended Citation Denny, Crystal M., "KickAct: the Implementation & Evaluation of a Youth Empowerment & Leadership Program" (2016). Capstone Collection. 2855. https://digitalcollections.sit.edu/capstones/2855 This Thesis (Open Access) is brought to you for free and open access by the SIT Graduate Institute at SIT Digital Collections. It has been accepted for inclusion in Capstone Collection by an authorized administrator of SIT Digital Collections. For more information, please contact [email protected]. KICKACT: THE IMPLEMENTATION & EVALUATION OF A YOUTH EMPOWERMENT & LEADERSHIP PROGRAM Crystal Denny PIM 74 A Capstone Paper submitted in partial fulfillment of the requirements for a Master of Intercultural Service, Leadership, and Management at SIT Graduate Institute in Brattleboro, Vermont, USA. May, 2016 Advisor: Professor John Ungerleider Consent to Use of Capstone I hereby grant permission for World Learning to publish my Capstone on its websites and in any of its digital/electronic collections, and to reproduce and transmit my CAPSTONE ELECTRONICALLY. I understand that World Learning’s websites and digital collections are publicly available via the Internet. -
Resources for Youth Engagement
Resources for Youth Engagement What is Youth Engagement? There are many definitions of engagement – here are a few of our favorites: • “We define student voice as student participation and decision-making in the structures and practices that shape their educational experiences.” – Definition of student voice from Boston’s Rennie Center for Educational Research and Policy • “Engagement is a multi-faceted construct that encompasses students' sense of belonging and connectedness to their school, teachers and peers; their sense of agency, self-efficacy and orientation to achieve within their classrooms and in their broader extra-curricular endeavours; their involvement, effort, levels of concentration and interest in subjects and learning in general; and the extent to which learning is enjoyed for its own sake, or seen as something that must be endured to receive a reward or avoid sanction…” – Definition of student engagement from New Zealand authors Gibbs and Poskitt • “Youth engagement is the result when young people are involved in responsible, challenging actions to create positive social change. This means involving youth in planning and in making decisions that affect themselves and others. Youth engagement happens in youth-adult partnerships that are structured so that both groups contribute, teach, and learn from each other.” - Definition of youth engagement from the ACT for Youth Center for Community Action at Cornell University Resources for Youth Engagement Federal Governmental Documents • Child welfare - https://content.govdelivery.com/accounts/USACFCBCS/bulletins/26cf2dd • Juvenile justice - http://www.juvjustice.org/our-work/youth-engagement • Behavioral health - https://www.samhsa.gov/brss-tacs/recovery-support-tools/youth-young- adults • Teen or young parents - https://youth.gov/youth-topics/expectant-parenting-young-families • Youth in need of K12 prevention programs - https://youth.gov/youth-topics/TAG/game- plan/approaches Dec. -
Youth Voice As a Strategy for Systems Change
Youth Voice as a Strategy for Systems Change: An Evaluation of the Zellerbach Family Foundation Youth Voice Initiative December 2011 ACKNOWLEDGEMENTS We would like to express our sincere gratitude for the guidance and support of Ellen Walker, former program executive of the Zellerbach Family Foundation. In addition, this report would not have been possible without the extensive contributions of numerous individuals at the youth voice organizations funded by Zellerbach, as well as other key stakeholders, including: Rachel Antrobus, Transitional Age Youth (TAYSF) Diane Boyer, Senior Policy Analyst, County Welfare Directors Association of California Allison Cohen, Transitional Age Youth (TAYSF) Reed Connell, Alameda County Foster Youth Alliance Phil Crandall, Humboldt County Department of Health and Human Services Nicole Demedenko, Youth in Mind Monica Flores, Center for Young Women’s Development Jamie Lee Evans, Y.O.U.T.H. Training Project Hannah Haley, Alameda County Foster Youth Alliance Sophia Herman, Y.O.U.T.H. Training Project Patricia Johnson, California Council on Youth Relations/New America Media Jude Koski, California Youth Connection Barbara LaHaie, Humboldt County Department of Health and Human Services Susan Manzi, Youth in Mind Jennifer Rodriguez, Youth Law Center Venus Rodriguez, Center for Young Women’s Development Gregory Rose, Children and Family Services Division, California Department of Social Services Marlene Sanchez, Center for Young Women’s Development Feven Seyoum, California Youth Connection William Siffermann, San Francisco Juvenile Probation Department Joseph Tietz, California Youth Connection Rochelle Trochtenberg, Humboldt County Transition Age Collaboration Emily Villas, California Youth Connection Mailee Wang, Project WHAT! Jeannie Yoon, Y.O.U.T.H. Training Project Korwin Consulting, an evaluation and planning firm, advances social justice solutions by identifying community strengths, building organizational capacity, and evaluating impact.