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National Oceanic and Atmospheric Adminstration;
CRED' Capacity Building and Training Programme enables people, communities and organizations to strengthen their capabilities to develop, implement and maintain effective health sector services. The programme also provides guidance and support on preventing and responding to disasters, conflicts and other humanitarian emergencies.
The Centre develops, implements and evaluates training materials and courses to help international agencies, national governments, non-governmental organizations, research institutes and schools of public health strengthen their technical capacity in emergency public health management.
CRED strives to improve disaster management capacities through institutional and community capacity-building, information and data management, and partnerships. In addition, the Centre provides training in public health, epidemiology, natural disaster management and complex emergency intervention.
I want to invite you on a journey. What you're about to read is not your ordinary impact report with numbers, charts, and graphs. That's because Memphis is not an ordinary city, entrepreneurs aren't ordinary people, and this is not an ordinary story. No, it's much more than that, in fact it's extraordinary by every measure.
The sections of this site reflect this reality. They are the big, eye-opening truths we've uncovered throughout our journey so far. They are the ideals that got us to where we are, and they will lead us as we continue on. We not only believe them wholeheartedly, we keep them in mind every day with every decision and interaction.
So, regardless of your role, your location, or your experience, I hope these ideas can inform, broaden, or reaffirm your own entrepreneurial journey.
Burton D. Morgan Foundation, The;
Entrepreneurship education shouldn't be a luxury. It should be a critical component in all students' academic careers. It prepares them to produce creative solutions to problems, work collaboratively toward shared goals, adapt to ever-changing conditions, and develop the grit and resilience to forge their own paths. But what is entrepreneurship education? Historically, it involved a standalone course in which students learned how to run a business. While that approach still has tremendous value in the development of entrepreneurial knowledge and skills, the field is now aligning with a variety of educational methodologies that share similar goals. Touted as avenues to cultivate 21st century skills, the ways in which we can help students think and act entrepreneurially are immeasurable, and the time to embrace them is now. As traditional jobs are replaced with advanced technology and individuals must navigate increasingly complex paths, it is vital that we prepare youth for an unpredictable landscape ahead. The four case studies presented in the Foundation's most recent Intersections publication, Connecting Entrepreneurship with 21st Century Learning, each outline a different model of excellence within our portfolio and demonstrate that championship of the entrepreneurial spirit comes in many forms.
Burton D. Morgan Foundation, The;
In 2018, Burton D. Morgan Foundation planted the seeds of entrepreneurship around Northeast Ohio through our work in grantmaking, ecosystem building, and knowledge sharing. Below, we are pleased to present the fruits of our labor.
Baltimore is the 30th-largest US city by population and is a study in contrasts. It has a low average income compared with other wealthy Northeast cities, has nine colleges and universities, and is a magnet for people pursuing higher education but has undergone decades of population loss. A large social sector provides important services to residents and buoys the local economy: nearly every third job in the city is with a nonprofit employer. But this also illustrates the city's limited economic vibrancy. This mix of market and nonmarket forces makes Baltimore an important place to examine the geography of opportunity in an American city.
Taylor Newberry Consulting;
This Question Bank offers users the ability to draw from a variety of questions that can help to inform and start a dialogue with grant applicants or recipients on their learning culture and goals. Some of these questions can be used in a grant application template or in a more informal conversation with a potential grant recipient. They may also be useful internally for discussing or reviewing a grant application.
Taylor Newberry Consulting;
This 18-question self-assessment tool is meant to help organizations to identify and assess the state of learning in their organization. This tool is a starting point for discussion that can help identify areas of strength as well as areas for improvement.
Center for Disaster Philanthropy;
According to the UN Convention to Combat Desertification (UNCCD) drought causes more deaths and displaces more people than any other natural disaster. UNCCD also states that by 2050, worldwide population growth will result in a 50 percent increased demand for water.
Drought is often defined as an unusual period of drier than normal weather that leads to a water shortage. However, high temperatures and lack of precipitation are not the only causes of drought; overuse and misuse of water can also result in drought.
Droughts can occur in any climate zone and are a normal part of the climate cycle. They can be short or last several years.
Like other weather hazards, droughts may require extra vigilance or a change in normal behavior. For example, water usage such as watering lawns may be restricted. Similarly, camp or trash fires may be prohibited to prevent a wildfire.
University of California Irvine;
The Global Integrated Drought Monitoring and Prediction System (GIDMaPS) is a drought monitoring and prediction system that provides near real-time drought information based on multiple drought indicators and input data sets.
With recent developments in federal education policy, school turnaround has become an increasingly prominent area of focus for practitioners and policymakers nationwide. However, what we know about effectively turning schools around is limited.
In this archived webinar, we explore strategies at the school and district level to improve the most struggling schools. (Note that our focus is not on the lowest five percent of schools but on schools in the lowest third of school performance in California.)
This webinar focuses on:
Effective strategies cited by 9 turnaround school principals
The role the district can play in both contributing to and reversing school failure
A practitioner perspective on what is required for dramatic school change