Home - http://www.ascskills.org.uk
3 Video's
1. What makes a community sustainable?
2. What skills are important for delivering sustainable communities?
3. What needs to be done?
http://www.ascskills.org.uk/pages/sustainable-communities/videos
Award Show
http://www.futurevisionaward.com/welcome.htm
Monday, October 29, 2007
Sustainability Educatin Handbook
Resource Guide for K-12 Teachers
http://www.urbanoptions.org/SustainEdHandbook/ScienceRealWorld.htm
http://www.urbanoptions.org/SustainEdHandbook/ScienceRealWorld.htm
Ecological Design & Building Schools - Book
ISBN: 978-0-9766054-1-6
features an annotated listing of schools and educational centers offering top programs in ecological building design and construction. The guide also offers a comprehensive 20-year review of sustainable design education and discussion of current educational offerings, plus extensive tables comparing school programs, listings of curricular resources, related organizations, and individual instructors.
Author Sandra Leibowitz Earley
http://www.newvillagepress.net/pub_EcoDesignSchools.html
Saturday, October 27, 2007
Friday, October 26, 2007
global issues gateway
interesting reference website for a variety of topics including education courtesy of fairleigh dickinson university
http://www.gig.org/
http://www.gig.org/
Monday, October 15, 2007
Wednesday, October 10, 2007
Disaster Risk Reduction Begins at School
aims to inform and mobilize Governments, communities and individuals to ensure that disaster risk reduction is fully integrated into school curricula in high risk countries and that school buildings are built or retrofitted to withstand natural hazards. The Campaign’s key partners include UNESCO, UNICE, ActionAid International, the IFRC, and the ISDR’s thematic cluster on knowledge and education.
http://www.unisdr.org/eng/public_aware/world_camp/2006-2007/pdf/WDRC-2006-2007-English-fullversion.pdf
To facilitate the Campaign, UN/ISDR secretariat produced an information kit. The Thematic Platform on Knowledge and Education and its partners launched the publication entitled "Let Our Children Teach Us! - A review of the Role of Education and Knowledge in Disaster Risk Reduction”.
from the webpage:
http://www.unisdr.org/eng/public_aware/world_camp/2006-2007/iddr/2007-iddr.htm
http://www.unisdr.org/eng/public_aware/world_camp/2006-2007/pdf/WDRC-2006-2007-English-fullversion.pdf
To facilitate the Campaign, UN/ISDR secretariat produced an information kit. The Thematic Platform on Knowledge and Education and its partners launched the publication entitled "Let Our Children Teach Us! - A review of the Role of Education and Knowledge in Disaster Risk Reduction”.
from the webpage:
http://www.unisdr.org/eng/public_aware/world_camp/2006-2007/iddr/2007-iddr.htm
Saturday, October 6, 2007
DM Thesis Topic Worksheet
Thesis Topic Worksheet
Descriptive Statement
In a few sentences, state your research question and the purpose of your research (consistent with the research guidelines provided in the Capstone Course Description). Justify why your question is important. Why are you writing this paper?
Research Question
How can we educate secondary and post-secodary students in America to be better poised for the global challenges of the future and to lead through positive change? How can design play a greater role in inspiring and creating this change?
Challenges include: global warming and environmental degradation, resource scarcity, poverty, health, sustainable development. These challenges are local, national, and international.
Justify why your question is important
Innovation is now the new baseline for global competition and is considered by many countries as the hallmark of national success. Long considered the global economic leader, the United State's capacity for innovation is eroding, and our global preeminence is at threat. The UN Millenium goals provide a solid guideline for much needed areas of global leadership, and American citizens must step up to every challenge. If we do not collectively commit to fostering well-educated and well-rounded talent, the United States will face troubling times in future generations (increased economic competition, decreasing resources, growing national security concerns, etc.).
Why are you writing this paper
Changing actions requires changed mindsets, and the epicenter of intellectual development is in the classroom. Through design leadership, we want to encourage, inspire, and empower the youth of America to become proactive about innovation and change. We believe creativity and empowerment is at the heart of change.
What are you bringing to the table that is new and innovative
The use of design/creative resources to create a strategic and sustainable advantage. As well as a system that takes into account holistic values and creative process.
Analysis of Topic and Method
Decompose your topic into manageable research elements. These should form the key word searches you will use in your literature review. It will also be the base for your outline and ultimately your table of contents. How will you study this topic? test hypothesis? address research question?
Hypothesis
Design thinking and creative problem-solving can help reinvent the way we educate our children, increase access to quality education, and rejuvenate America's innovation engine.
Keywords
design and creative problem-solving skills in education
geographic and financial barriers to education
lack of student empowerment and accountability
access to good education
sustainability education
lack of entrepreneurship and capacity to innovate in education
How will you study this topic
Depending on the course of action with we take. We could focus on the applications of pedagogic minutiae and its relations to triple bottom line business functions.
Discussions/Conclusions
Anticipated results? Possible outcomes? Policy recommendations
Create a dynamic charter school.
Develop a 'creative sustainable management awareness program'.
Design a sustainability report card.
Create a nation-wide ‘Odyssey of the Mind’-type competition and scholarship program
Consultancy business for sustainable design and innovation in high schools and universities
References
Sources of information (path, search terms, databases, specific journals, etc.)
Selection criteria for references (study population, year of publication, legislation, etc.)
Other sources (interviews, surveys, media, professional organizations)
Descriptive Statement
In a few sentences, state your research question and the purpose of your research (consistent with the research guidelines provided in the Capstone Course Description). Justify why your question is important. Why are you writing this paper?
Research Question
How can we educate secondary and post-secodary students in America to be better poised for the global challenges of the future and to lead through positive change? How can design play a greater role in inspiring and creating this change?
Challenges include: global warming and environmental degradation, resource scarcity, poverty, health, sustainable development. These challenges are local, national, and international.
Justify why your question is important
Innovation is now the new baseline for global competition and is considered by many countries as the hallmark of national success. Long considered the global economic leader, the United State's capacity for innovation is eroding, and our global preeminence is at threat. The UN Millenium goals provide a solid guideline for much needed areas of global leadership, and American citizens must step up to every challenge. If we do not collectively commit to fostering well-educated and well-rounded talent, the United States will face troubling times in future generations (increased economic competition, decreasing resources, growing national security concerns, etc.).
Why are you writing this paper
Changing actions requires changed mindsets, and the epicenter of intellectual development is in the classroom. Through design leadership, we want to encourage, inspire, and empower the youth of America to become proactive about innovation and change. We believe creativity and empowerment is at the heart of change.
What are you bringing to the table that is new and innovative
The use of design/creative resources to create a strategic and sustainable advantage. As well as a system that takes into account holistic values and creative process.
Analysis of Topic and Method
Decompose your topic into manageable research elements. These should form the key word searches you will use in your literature review. It will also be the base for your outline and ultimately your table of contents. How will you study this topic? test hypothesis? address research question?
Hypothesis
Design thinking and creative problem-solving can help reinvent the way we educate our children, increase access to quality education, and rejuvenate America's innovation engine.
Keywords
design and creative problem-solving skills in education
geographic and financial barriers to education
lack of student empowerment and accountability
access to good education
sustainability education
lack of entrepreneurship and capacity to innovate in education
How will you study this topic
Depending on the course of action with we take. We could focus on the applications of pedagogic minutiae and its relations to triple bottom line business functions.
Discussions/Conclusions
Anticipated results? Possible outcomes? Policy recommendations
Create a dynamic charter school.
Develop a 'creative sustainable management awareness program'.
Design a sustainability report card.
Create a nation-wide ‘Odyssey of the Mind’-type competition and scholarship program
Consultancy business for sustainable design and innovation in high schools and universities
References
Sources of information (path, search terms, databases, specific journals, etc.)
Selection criteria for references (study population, year of publication, legislation, etc.)
Other sources (interviews, surveys, media, professional organizations)
Friday, October 5, 2007
Re-engineering Engineering at Olin College
http://www.nytimes.com/2007/09/30/magazine/30OLIN-t.html?_r=1&oref=slogin
IT ISN'T EASY TO BUILD a college from scratch, although, to listen to Miller, it’s a lot of fun. Miller recruited a leadership team, and the school invited 30 students (out of more than 600 applicants) to come in 2001 for a “partner year” in which they would help develop and test the curriculum. They helped come up with Olin’s DNA: project-based learning.
Alison Lee, a recent graduate now in South Korea on a Fulbright scholarship, said the process of solving seemingly insurmountable problems is an Olin rite of passage, like the project that was given to her and her fellow students: build a robot that can climb a wall. When it worked, she said, “it was the moment of realization that I could do anything.” (In a field where female students are traditionally scarce, more than 40 percent of Olin’s students are women.) The problem-based process is good preparation for the real world, said another student, Meenakshi Vembusubramanian. “You’re not going to go into a job and get a thermodynamics problem set,” she said. “You’re going to have a problem that’s badly defined.”
His classes have an art-school feel: students, dressed in T-shirts and jeans, shorts or pajama bottoms, are up and down and walking around the room, clustering around their projects and discussing them, cutting blue foam with a hot-wire cutter to make models. Linder told me he pushes his students not to just follow instructions. “Engineering,” he says, “has traditionally been focused on doing it right, but not on what’s the right thing to do.” That means designing products that are environmentally friendly and that respond to the needs of the people using them and not just to what the purchasing department wants. He urges his students to be more than team players. The goal, Linder said with utter earnestness, was to teach fledgling engineers “how to be bold.”
In some companies, he says, the freethinking products of Olin might have trouble fitting in. “Does industry want people like that? I think that’s a very good question, but I think this goes beyond what industry wants,” he said. “This is the right thing to do — this is what industry needs. If the country had more people like this, we’d be in a much better situation.”
IT ISN'T EASY TO BUILD a college from scratch, although, to listen to Miller, it’s a lot of fun. Miller recruited a leadership team, and the school invited 30 students (out of more than 600 applicants) to come in 2001 for a “partner year” in which they would help develop and test the curriculum. They helped come up with Olin’s DNA: project-based learning.
Alison Lee, a recent graduate now in South Korea on a Fulbright scholarship, said the process of solving seemingly insurmountable problems is an Olin rite of passage, like the project that was given to her and her fellow students: build a robot that can climb a wall. When it worked, she said, “it was the moment of realization that I could do anything.” (In a field where female students are traditionally scarce, more than 40 percent of Olin’s students are women.) The problem-based process is good preparation for the real world, said another student, Meenakshi Vembusubramanian. “You’re not going to go into a job and get a thermodynamics problem set,” she said. “You’re going to have a problem that’s badly defined.”
His classes have an art-school feel: students, dressed in T-shirts and jeans, shorts or pajama bottoms, are up and down and walking around the room, clustering around their projects and discussing them, cutting blue foam with a hot-wire cutter to make models. Linder told me he pushes his students not to just follow instructions. “Engineering,” he says, “has traditionally been focused on doing it right, but not on what’s the right thing to do.” That means designing products that are environmentally friendly and that respond to the needs of the people using them and not just to what the purchasing department wants. He urges his students to be more than team players. The goal, Linder said with utter earnestness, was to teach fledgling engineers “how to be bold.”
In some companies, he says, the freethinking products of Olin might have trouble fitting in. “Does industry want people like that? I think that’s a very good question, but I think this goes beyond what industry wants,” he said. “This is the right thing to do — this is what industry needs. If the country had more people like this, we’d be in a much better situation.”
Innovation Nation, by John Kao
http://www.forbes.com/books/2007/10/04/book-excerpt-innovation-oped-books-cx_jka_1005innovation.html
The following is an excerpt from the book Innovation Nation by John Kao, Simon & Schuster (320 pp., $26.)
Only yesterday, we Americans could afford to feel smug about our preeminence. Destiny, it seems, had appointed us the world's permanent pioneers, forever striding beyond the farthest cutting edge. From the Declaration of Independence to the Creative Commons, from the movies to Internet media, from air travel to integrated circuits, from the Mac to MySpace, we led the way to the new. We owned the future. Other countries would have to settle for being followers, mere customers or imitators of our fabulous creations.
That was yesterday. Today, things are vastly different. Innovation has become the new currency of global competition as one country after another races toward a new high ground where the capacity for innovation is viewed as a hallmark of national success. These competitors are beginning to seriously challenge us as magnets for venture capital, R & D and talent, and as the hot spots of innovation from which future streams of opportunity will emerge.
You know the world has changed when the Chinese politburo--historical bastion of Marxist-Leninist-Maoist thought--puts innovation squarely in the middle of its next five-year plan, as it did in 2006, by setting the goal of building "an innovative country," on a "rich talent base," to drive economic and social development.
Meanwhile, our own national capacity for innovation is eroding, with deeply troubling implications for our future. We live in a country in which more money is now spent on astrology than astronomy, one in which our handling of such fundamental issues as education, science, and investment in basic research seems increasingly at odds with a new set of global best practices pioneered by others.
Though we still enjoy the lead position, other parts of the world are moving ahead at a rapid pace. Indeed, my work has shown me that innovation is fast becoming a guiding force for public policy in one country after another--but not our own. Other countries are ramping up innovation efforts and spending serious amounts of money to devise new kinds of incentives, to nurture talent, and actively sponsor large-scale innovation initiatives. My desk is piled high with innovation strategies and white papers from Sweden, China, Australia, Canada and Singapore.
Most people are unaware of just how rapidly such strategies, driven by a new global economic calculus, are reshaping the competitive landscape. By 2010, for example, experts estimate that Beijing will have the world's largest nanotechnology research infrastructure, with 10 times as many researchers in one location as any comparable U.S. facility. The second-largest by then? Shanghai. And while America retains its lead in the life sciences, countries from China to Hungary are striving to become world-class players and realize world-class economic payoffs. And they are succeeding. Countries we don't even acknowledge as serious competitors are beginning to outpace us in some vital areas as we squander our long-held advantage.
It is a crucial moment in time, a historic tipping point perhaps. Just as we are beginning to slack off, others are stepping on the gas. And, at some point--sooner than we might think--the curves of our decline and the world's ascent will cross. In tomorrow's world, even more than today's, innovation will be the engine of progress. So unless we move to rectify this dismal situation, the United States cannot hope to remain a leader. What's at stake is nothing less than the future prosperity and security of our nation.
There is no single answer or remedy. What is required is nothing less than a major commitment of America's resources, human and financial, to rejuvenate our innovation engine. And the obvious first step is simply to acknowledge the challenges we face at a national level. After which, we must develop a compelling vision and a blueprint for action that will reinvent the way we educate our children, marshal resources, pursue our research projects, communicate and share our discoveries, and conduct ourselves in the world community. Incrementalism will not take us where we need to go; we are at what biologists call a "punctuated equilibrium" moment in which a rapidly altering context demands an equally rapid evolution of our ability to adapt.
The following is an excerpt from the book Innovation Nation by John Kao, Simon & Schuster (320 pp., $26.)
Only yesterday, we Americans could afford to feel smug about our preeminence. Destiny, it seems, had appointed us the world's permanent pioneers, forever striding beyond the farthest cutting edge. From the Declaration of Independence to the Creative Commons, from the movies to Internet media, from air travel to integrated circuits, from the Mac to MySpace, we led the way to the new. We owned the future. Other countries would have to settle for being followers, mere customers or imitators of our fabulous creations.
That was yesterday. Today, things are vastly different. Innovation has become the new currency of global competition as one country after another races toward a new high ground where the capacity for innovation is viewed as a hallmark of national success. These competitors are beginning to seriously challenge us as magnets for venture capital, R & D and talent, and as the hot spots of innovation from which future streams of opportunity will emerge.
You know the world has changed when the Chinese politburo--historical bastion of Marxist-Leninist-Maoist thought--puts innovation squarely in the middle of its next five-year plan, as it did in 2006, by setting the goal of building "an innovative country," on a "rich talent base," to drive economic and social development.
Meanwhile, our own national capacity for innovation is eroding, with deeply troubling implications for our future. We live in a country in which more money is now spent on astrology than astronomy, one in which our handling of such fundamental issues as education, science, and investment in basic research seems increasingly at odds with a new set of global best practices pioneered by others.
Though we still enjoy the lead position, other parts of the world are moving ahead at a rapid pace. Indeed, my work has shown me that innovation is fast becoming a guiding force for public policy in one country after another--but not our own. Other countries are ramping up innovation efforts and spending serious amounts of money to devise new kinds of incentives, to nurture talent, and actively sponsor large-scale innovation initiatives. My desk is piled high with innovation strategies and white papers from Sweden, China, Australia, Canada and Singapore.
Most people are unaware of just how rapidly such strategies, driven by a new global economic calculus, are reshaping the competitive landscape. By 2010, for example, experts estimate that Beijing will have the world's largest nanotechnology research infrastructure, with 10 times as many researchers in one location as any comparable U.S. facility. The second-largest by then? Shanghai. And while America retains its lead in the life sciences, countries from China to Hungary are striving to become world-class players and realize world-class economic payoffs. And they are succeeding. Countries we don't even acknowledge as serious competitors are beginning to outpace us in some vital areas as we squander our long-held advantage.
It is a crucial moment in time, a historic tipping point perhaps. Just as we are beginning to slack off, others are stepping on the gas. And, at some point--sooner than we might think--the curves of our decline and the world's ascent will cross. In tomorrow's world, even more than today's, innovation will be the engine of progress. So unless we move to rectify this dismal situation, the United States cannot hope to remain a leader. What's at stake is nothing less than the future prosperity and security of our nation.
There is no single answer or remedy. What is required is nothing less than a major commitment of America's resources, human and financial, to rejuvenate our innovation engine. And the obvious first step is simply to acknowledge the challenges we face at a national level. After which, we must develop a compelling vision and a blueprint for action that will reinvent the way we educate our children, marshal resources, pursue our research projects, communicate and share our discoveries, and conduct ourselves in the world community. Incrementalism will not take us where we need to go; we are at what biologists call a "punctuated equilibrium" moment in which a rapidly altering context demands an equally rapid evolution of our ability to adapt.
Tuesday, October 2, 2007
Thesis Proposal Round 2
Disclaimer: Please note that we have not yet chosen the particular thesis format for this project. Possible options include: business plan (program or consultancy), research with recommendations or walk-about.
Group:
Maren Maier, Ben Knight, Tiffany Feeney, Danielle Penn, Maya Schindler
Vision:
To develop students as change agents in high schools and colleges who will help the United States transition and lead through the new global challenges of the 21st Century.
Mission:
To create a holistic and incentive based program that uses existing sustainability education and measurement vehicles to apply sustainable education practices to help foster innovation and entrepreneurship at the secondary and post secondary levels.
List of specific objectives:
To democratize invention and show that everyone has the capacity to create change
To broaden the definition and understanding of design in the new economy
To broaden the definition and understanding of sustainability and draw attention to the UN Millennium Goals
To facilitate an implicit understanding that everyone is a designer
To blur the boundaries between design, science, technology, and humanities
To create strong partnerships between high schools, universities, and corporations
To provide support, infrastructure, and confidence in young inventors
Troubling Trends:
•Slipping educational performance in international rankings, particularly in reading, math, and science
•Below average performance in public school system, particularly in low-income areas
•Increased fixation on performance testing and measurement
•Lack of sustainability education and operations within school systems
•Decreased numbers of foreign students studying at American higher education institutions
•Preparing students for the challenges that the new economy will provide
•11th Hour bombed at the box office proving that most of America does not care enough about Global Warming to do something about it.
Therefore, as Bruce Mau stated in the movie, it will be the responsibility of designers to bring sustainable development to the people.
•Lack of sustainability education and operations within the school systems
•Students lacking guidance in transition to employment
•Students lacking support for incubating and realizing ideas
•Rising costs associated with post-secondary enrollment
•Privatization in of the student loan industry
Opportunities and Trends:
•Charter Schools
•Increased interest in Sustainability Education
•Increased acknowledgement for education policy reform and higher national performance
•Democratization of the web and increased connectivity
•Increased need for innovative and creative thinking in American corporations and the knowledge economy
•Increased interest from corporation in start-ups and university R & D partnerships
•DM mentorship program
The "program" teaches students about sustainability, responsibility, and personal accountability: Addressing the collegiate level, the program will set appropriate curriculum and incentives to motivate the educational sector and businesses and continue to encourage partnerships between the two. Preliminary models consist of contests, national ranking, sustainability certification for education, and student mentorship programs that extend beyond parent, teacher, and community boundaries.
The most significant incentive for students in this program is the opportunity to help offset college tuition costs with the funding the program will generate as well as inspire creative problem solving based on today's needs and challenges. Incentives for participants schools can include reputation building, increased funding, tax breaks, recognition as sustainable entity's, and credit toward the creation of/invention of products, services or new programs. The key incentive for corporations/government include building a stronger and more prepared work force to face the new design economy.
Design and Methodology or Research Plan:
EXPLORATORY RESEARCH PHASE:
*Talk to people in education, business (expert interviews – head of board of education in NYC, principal of charter school in Harlem, Dalton school staff)
*Interview parents, teachers, and kids (focus group)
*One-on-one interview
*Experience surveys
*Secondary research, online search engines, case studies
DESCRIPTIVE RESEARCH PHASE:
*surveys, diaries, panels, self-administered research, tracking studies, concept testing
Start with exploratory phase, then go into descriptive phase and at the end of that phase identify the quantitative and qualitative research methods.
QUANTITATIVE/QUALITATIVE RESEARCH PHASE:
-Focus panels
-Pilot test (usage test)
-Play sessions
-Idea generation
-Motivations/preferences/habits (qualitative)
-Measurement, progress tracking (quantitative)
(*needs to be done within first 6 months)
Group:
Maren Maier, Ben Knight, Tiffany Feeney, Danielle Penn, Maya Schindler
Vision:
To develop students as change agents in high schools and colleges who will help the United States transition and lead through the new global challenges of the 21st Century.
Mission:
To create a holistic and incentive based program that uses existing sustainability education and measurement vehicles to apply sustainable education practices to help foster innovation and entrepreneurship at the secondary and post secondary levels.
List of specific objectives:
To democratize invention and show that everyone has the capacity to create change
To broaden the definition and understanding of design in the new economy
To broaden the definition and understanding of sustainability and draw attention to the UN Millennium Goals
To facilitate an implicit understanding that everyone is a designer
To blur the boundaries between design, science, technology, and humanities
To create strong partnerships between high schools, universities, and corporations
To provide support, infrastructure, and confidence in young inventors
Troubling Trends:
•Slipping educational performance in international rankings, particularly in reading, math, and science
•Below average performance in public school system, particularly in low-income areas
•Increased fixation on performance testing and measurement
•Lack of sustainability education and operations within school systems
•Decreased numbers of foreign students studying at American higher education institutions
•Preparing students for the challenges that the new economy will provide
•11th Hour bombed at the box office proving that most of America does not care enough about Global Warming to do something about it.
Therefore, as Bruce Mau stated in the movie, it will be the responsibility of designers to bring sustainable development to the people.
•Lack of sustainability education and operations within the school systems
•Students lacking guidance in transition to employment
•Students lacking support for incubating and realizing ideas
•Rising costs associated with post-secondary enrollment
•Privatization in of the student loan industry
Opportunities and Trends:
•Charter Schools
•Increased interest in Sustainability Education
•Increased acknowledgement for education policy reform and higher national performance
•Democratization of the web and increased connectivity
•Increased need for innovative and creative thinking in American corporations and the knowledge economy
•Increased interest from corporation in start-ups and university R & D partnerships
•DM mentorship program
The "program" teaches students about sustainability, responsibility, and personal accountability: Addressing the collegiate level, the program will set appropriate curriculum and incentives to motivate the educational sector and businesses and continue to encourage partnerships between the two. Preliminary models consist of contests, national ranking, sustainability certification for education, and student mentorship programs that extend beyond parent, teacher, and community boundaries.
The most significant incentive for students in this program is the opportunity to help offset college tuition costs with the funding the program will generate as well as inspire creative problem solving based on today's needs and challenges. Incentives for participants schools can include reputation building, increased funding, tax breaks, recognition as sustainable entity's, and credit toward the creation of/invention of products, services or new programs. The key incentive for corporations/government include building a stronger and more prepared work force to face the new design economy.
Design and Methodology or Research Plan:
EXPLORATORY RESEARCH PHASE:
*Talk to people in education, business (expert interviews – head of board of education in NYC, principal of charter school in Harlem, Dalton school staff)
*Interview parents, teachers, and kids (focus group)
*One-on-one interview
*Experience surveys
*Secondary research, online search engines, case studies
DESCRIPTIVE RESEARCH PHASE:
*surveys, diaries, panels, self-administered research, tracking studies, concept testing
Start with exploratory phase, then go into descriptive phase and at the end of that phase identify the quantitative and qualitative research methods.
QUANTITATIVE/QUALITATIVE RESEARCH PHASE:
-Focus panels
-Pilot test (usage test)
-Play sessions
-Idea generation
-Motivations/preferences/habits (qualitative)
-Measurement, progress tracking (quantitative)
(*needs to be done within first 6 months)
Monday, October 1, 2007
Designers and Agents
http://www.designersandagents.com/english/main.html
Designers and Agents is an independen, international alternative marketplace for over 1000 collections and thousands of retailers who define the cutting edge in fashion and lifestyle. D & A Goes Green marks a natural progression of D&A's interest in sustainability issues. In true D&A style, our commitment to green product innovation mixes commerce with creativity...
Designers and Agents is an independen, international alternative marketplace for over 1000 collections and thousands of retailers who define the cutting edge in fashion and lifestyle. D & A Goes Green marks a natural progression of D&A's interest in sustainability issues. In true D&A style, our commitment to green product innovation mixes commerce with creativity...
Pratt Incubator
http://incubator.pratt.edu/about.html
The Pratt Design Incubator for Sustainable Innovation is a vibrant and energetic atmosphere supporting the entrepreneurial talents of designers, artists and architects selected from the Pratt community who share a common goal: linking the social entrepreneur with the business of design. The Incubator sponsors environmental, social and cultural initiatives and benefits from a growing network of legal, business, engineering and manufacturing experts.
The Incubator provides the following:
• Start-up support for Pratt entrepreneurs
• Design consulting services on a project basis
• Workshop and seminar organization
• Mentorship Network coordination
• Resource Center for design entrepreneurs
The Incubator provides ambitious students, alumni and faculty with a safe and stimulating place to launch businesses, providing office space, support and access to shop facilities.
The Pratt Design Incubator for Sustainable Innovation is a vibrant and energetic atmosphere supporting the entrepreneurial talents of designers, artists and architects selected from the Pratt community who share a common goal: linking the social entrepreneur with the business of design. The Incubator sponsors environmental, social and cultural initiatives and benefits from a growing network of legal, business, engineering and manufacturing experts.
The Incubator provides the following:
• Start-up support for Pratt entrepreneurs
• Design consulting services on a project basis
• Workshop and seminar organization
• Mentorship Network coordination
• Resource Center for design entrepreneurs
The Incubator provides ambitious students, alumni and faculty with a safe and stimulating place to launch businesses, providing office space, support and access to shop facilities.
The Case Foundation
http://www.casefoundation.org/home
Our mission is to achieve sustainable solutions to complex social problems by investing in collaboration, leadership, and entrepreneurship.
Educating, Empowering, and Energizing Youth
Our mission is to achieve sustainable solutions to complex social problems by investing in collaboration, leadership, and entrepreneurship.
Educating, Empowering, and Energizing Youth
Inhabitat
Inhabitat.com is a weblog devoted to the future of design, tracking the innovations in technology, practices and materials that are pushing architecture and home design towards a smarter and more sustainable future.
www.inhabitat.com
www.inhabitat.com
Design 21 Social Design Network
http://www.design21sdn.com/
DESIGN 21: Social Design Network’s mission is to inspire social consciousness through design. We connect people who want to explore ways that design can positively impact our communities – ways that are thoughtful, informed, creative and responsible.
About Competitions
The DESIGN 21 series challenges designers of all disciplines to find solutions to social and global issues. It’s guided by UNESCO’s premise that education, science, technology, culture and communication are tools to spread knowledge and information, build awareness and foster dialogue.
United Social Themes
Partnering with UNESCO means being an active contributor to the goals of the United Nations. To help us do that, we’ve adopted UNESCO’s social themes to better define areas we can aid through social design. Think about how your causes or your projects fit into the following:
EDUCATION: literacy, educational resources, education for all
AID: emergency relief, medical and humanitarian aid
POVERTY: extreme poverty, urban poverty, homeless
COMMUNITY: gender and race equality, community development and welfare, sports
ENVIRONMENT: habitats, sustainable development, biodiversity, water, climate change, natural disaster reduction
COMMUNICATION: freedom of expression, access and understanding of media and the internet, media development
ARTS & CULTURE: protection of cultural diversity, art as empowerment
PEACE: human rights, genocide, conflict resolution
WELL-BEING: health, disease, disability
How can we do it? Together
In the end, good design is the result of good decisions. Fueling informed choices by fostering relationships and conversation is what the Social Design Network is all about. So engage with the power of design and connect to create change.
DESIGN 21: Social Design Network’s mission is to inspire social consciousness through design. We connect people who want to explore ways that design can positively impact our communities – ways that are thoughtful, informed, creative and responsible.
About Competitions
The DESIGN 21 series challenges designers of all disciplines to find solutions to social and global issues. It’s guided by UNESCO’s premise that education, science, technology, culture and communication are tools to spread knowledge and information, build awareness and foster dialogue.
United Social Themes
Partnering with UNESCO means being an active contributor to the goals of the United Nations. To help us do that, we’ve adopted UNESCO’s social themes to better define areas we can aid through social design. Think about how your causes or your projects fit into the following:
EDUCATION: literacy, educational resources, education for all
AID: emergency relief, medical and humanitarian aid
POVERTY: extreme poverty, urban poverty, homeless
COMMUNITY: gender and race equality, community development and welfare, sports
ENVIRONMENT: habitats, sustainable development, biodiversity, water, climate change, natural disaster reduction
COMMUNICATION: freedom of expression, access and understanding of media and the internet, media development
ARTS & CULTURE: protection of cultural diversity, art as empowerment
PEACE: human rights, genocide, conflict resolution
WELL-BEING: health, disease, disability
How can we do it? Together
In the end, good design is the result of good decisions. Fueling informed choices by fostering relationships and conversation is what the Social Design Network is all about. So engage with the power of design and connect to create change.
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