Статті в журналах з теми "Smarter Schools National Partnerships Program"

This study aimed to determine the practices and challenges in managing school-community partnerships in East Butuan District II elementary schools. The participants of the study were the Elementary School Teachers and School heads of East Butuan District II. Complete Enumeration is used in the study. The tested variables were practices of elementary schools, challenges in forging a school-community partnership, and the extent of school-community partnership. The findings reveal that the practices of elementary schools in the district showed a moderate level of manifestation except for participation in the athletic meet and preparation for the national achievement test (3.80), indicating a high level of manifestation. Similarly, the challenges forging school-community partnerships have moderate manifestation. On the other hand, the majority revealed either a moderate or low extent of school-community partnerships. This suggests that elementary schools in the East Butuan District II still want to manage school-community partnerships. It is interesting to note that practices and challenges significantly influence the extent of school-community partnership; a higher manifestation of practices but a lower manifestation of challenges implies a greater extent of school-community partnership.

Internationally, there is a growing body of research on industry-school partnership, particularly regarding the principles that contribute to effective and efficient partnership models that facilitate vocational-industrial education. However, there are very few articles in the literature that seek to understand the sustainability of industry-school partnerships. Hence, this paper adopted ecological system principles as a framework for understanding the threats that impact on the sustainability of such partnership arrangements. The author reports on a large-scale government led industry-school partnership, the Gateway to Industry Schools Program, established in Queensland, Australia. Central to this initiative is the Queensland Minerals and Energy Academy (QMEA), a lead organisation for 34 schools and 12 multi-national sponsor companies. This research used an explanatory case study methodology sourcing data through interviews and documents. The main findings were that resilience and adaptive capacity are critical principles for the sustainability of ISPs.

The University of Wollongong's (UOW) Outreach program was established in 2011 and in 2017, through a National Priority Pool Grant, UOW piloted the regional and rural outreach program, 'Rural In2Uni'. The Rural In2Uni program enabled university students to 'pay it forward' through a pedagogical model which places rural schools and students at the centre of tailored programs. Through a mixed-methods research approach, this study explores the diverse experiences of students from regional and rural areas of Australia in imagining and accessing higher education. It also examines the extent to which the local implementation of schools outreach impacts students' intentions for university. The research revealed the need to re-imagine partnerships for schools outreach, highlighting the importance of programs that embed local knowledge and strong collaborative relationships between universities and schools to foster progression and access to higher education for students located in regional and rural areas.

Concerns over violence, vandalism, disruption, substance abuse, school failure, and dropout rates in the schools have resulted in an increased emphasis on alternative education. The purpose of this study was to examine the availability and nature of state legislative and policy mandates regarding alternative education. Among respondents, there was variability in state policy/legislative mandates and funding mechanisms, acceleration in alternative education activity, a commitment to providing technical assistance, limited state compliance-monitoring and program evaluation, and an emphasis on interagency collaboration and partnerships with the private sector. Implications for practice and further research are provided.

A doctoral study of a program designed to provide access to secondary education for children from a remote Indigenous community was completed in 2014 (Hunter, 2015). This paper reflects on the ongoing commitment of members of this community to a partnership that uses interstate boarding schools as a means of educating their children. It reviews the original longitudinal study that sought the viewpoints of the students, families, community leaders, teachers and schools involved, and uses the resources of spatial theory and place‑consciousness to argue the inadequacy of standardised understandings of success that are limited to measurable outcomes within short term policy cycles. Such views of success do not account for the effects of locational difference and disadvantage related to the intersection of health, education, and economic disadvantage that underpins ongoing national efforts to 'close the gap' between schooling outcomes for Indigenous and non-Indigenous Australians. While the experience of boarding schooling raises unique challenges for Indigenous students, as well as for the schools, teachers and non-Indigenous students who are also part of such programs, there is clear evidence that this form of education also presents valuable opportunities 'both ways', and that such partnerships may assist in efforts to decolonialise curriculum and schooling.

Capacity Empowerment Program for Vocational High School Personnel is one part of the sosial corporate responsibilty (CSR) of PT Pertamina Hulu Rokan (PHR) in partnership with the PCR. This program is in order to support the strengthening of the vocational ecosystem in Riau Province which is in line with Governor Regulation Number 6 of 2022 concerning strengthening vocational education and training through partnerships with Industry, Business, and the World of Work. Capacity Empowerment Program for Vocational High School Personnel is packaged in the form of training and Microsoft Office certification. Through this program, it is hoped can support strengthening governance in vocational education units. A total of 144 people from 42 vocational schools signed up for this program. After going through the selection process, 26 participants from 25 vocational schools were selected. The series of programs run according to the planned schedule. Feedback on the program indicated that participants experienced increased knowledge and skills regarding Microsoft Office. All training participants were also declared competent in the Junior Office Operator scheme and received a certificate from the National Professional Certification Agency (BNSP).

Objective: MindMatters is an innovative, national mental health promotion program which provides a framework for mental health promotion in Australian schools. Its objectives are to facilitate exemplary practice in the promotion of whole-school approaches to mental health promotion; develop mental health education resources, curriculum and professional development programs which are appropriate to a wide range of schools, students and learning areas; trial guidelines on mental health and suicide prevention and to encourage the development of partnerships between schools, parents, and community support agencies to promote the mental wellbeing of young people. Method: A team of academics and health education professionals, supported by a reference group of mental health experts, developed MindMatters. The program was piloted in 24 secondary schools, drawn from all educational systems and each State and Territory in Australia. The pilot program was amended and prepared for dissemination nationally. Results: The program provides a framework for mental health promotion in widely differing school settings. The teacher professional development dimension of the program is central to enhancing the role of schools in broad population mental health promotion. Conclusions: Promoting the mental health and wellbeing of all young people is a vital part of the core business of teachers by creating a supportive school environment that is conducive to learning. Teachers need to be comfortable and confident in promoting and teaching for mental health. Specific, targeted interventions, provided within a whole-school framework, address the needs of the minority of students who require additional support.

ABSTRACTThe Connecticut (CT) State Colleges and Universities’ College of Technology (COT) and its Regional Center for Next Generation Manufacturing (RCNGM), a National Science Foundation (NSF) Center of Excellence, educate manufacturing technicians with necessary skills as needed by the manufacturing industry. The COT-RCNGM continuously broadens its partnerships with other community colleges, high schools and industry in New England and at the national and international levels to provide support and expertise to both students and educators in advanced manufacturing programs. The COT was founded in 1995 through state legislation to create and implement seamless pathways in engineering and technology. This system-wide collaboration of all twelve CT public community colleges, including seven state-of-the-art Advanced Manufacturing Technology Centers (AMTC) at CT’s community colleges; eight public and private universities; technical high and comprehensive high schools; and representatives from industry, including the CT Business & Industry Association (CBIA) which represents 10,000 companies. The pathways have multiple points of entry and exit for job placement and stackable credentials for degree completion, including national certifications that have increased enrollments and created program stability.The COT is led by the Site Coordinators Council that meets monthly and consists of faculty and deans from all COT educational partners and representatives from industry and government. The Council identifies and reviews new programs, concentrations, and certificates based on industry needs and creates seamless articulated pathways. Final approval is often completed within three months for immediate implementation, allowing a timely response to workforce needs. The COT-RCNGM partners with CBIA to conduct a biannual survey of manufacturing workforce needs in CT. Educators use the survey to identify curricular needs and support funding proposals for educational programs. Asnuntuck Community College, the original AMTC, was able to use industry data from the survey to help create new programs. The RCNGM partners with other NSF grants and entities such as the National Network for Manufacturing Innovation (NNMI). The COT-RCNGM produced DVDs profiling students who have completed COT programs and work in CT manufacturing companies. The Manufacture Your Future 2.0 and the You Belong: Women in Manufacturing DVDs are distributed nationally to increase knowledge of career opportunities in manufacturing. Finally, the COT-RCNGM organizes the Greater Hartford Mini Maker Faire that brings together community members of all ages and backgrounds to share projects that promote interest in STEM fields. Participation in the Maker Movement led to involvement in a national network of Maker Faire organizers including a meeting at the White House where one organizer from each state was invited to attend and discuss the national impact of Makers.

AbstractThe Center for Astrophysical Research in Antarctica conducts various educational outreach programs as part of its mission as a National Science Foundation Science and Technology Center. The method behind the outreach programs is one of forging partnerships between Center researchers and other educational organisations. The main program serves primary and secondary students in Chicago. The core of the program is called Space Explorers and is targeted at high school students. These students attend a summer residential institute at the University of Chicago’s Yerkes Observatory. The high school Space Explorers then extend the reach of the program during the academic year by teaching in primary schools using a portable planetarium. The Center also pursues many other outreach activities and is in the process of forming an Antarctic Education Alliance.

The purpose of this article is to provide an overview of the increasing problem of overweight children in Alabama including clinical definition, risk factors, and prevalence data. Health and physical educators should become familiar with guidelines released by national organizations, such as the Centers for Disease Control and Prevention, the Institute of Medicine, and state departments of education and public health. These guidelines provide direction to health promotion program activities in schools, community, and recreational settings aimed at modifying predisposing, reinforcing, and enabling factors. Four examples are presented in the narrative to illustrate collaborative partnerships among health care organizations, a health insurer, public schools, an academic research university, and state agencies to enhance youth health. The final section provides practical recommendations for professional health and physical educators regarding obesity risk reduction.

Educational public-private partnerships (EPPPs) promise to increase education access and quality in developing countries, provided they have an adequate design that restricts the distribution of subsidies including targeted programs, centralized controlled enrolment, and accountability. This study investigates the effects of publicly subsidized private schools (PSPS) in Colombia—a type of EPPP program that follows all of these recommendations. We use propensity score and regression techniques to identify PSPS effects on student achievement, measured by national standardized tests. Our results show that Colombian PSPS serve vulnerable students, who are fairly similar to those attending traditional public schools (TPS). Nevertheless, students at PSPS underperform compared to TPS students. Our conclusion suggests that design restrictions may prevent student selection and self-selection, but do not guarantee quality improvement for disadvantaged students at subsidized schools. We also argue that design restrictions for PSPS may not be enough when private providers are scarce or difficult to attract for serving the most disadvantaged population.

The Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor withNew York City Public Schools (BOP-CCERS)(NSF DRL 1440869/PI Lauren Birney) program is a National ScienceFoundation (NSF) supported initiative through collaboration by multiple institutions and organizations led by PaceUniversity. Partners on this initiatitve include Columbia Lamont Doherty, the New York Aquairum, the New YorkHarbor Foundation, the New York Academy of Sciences, the River Project, Good Shepher Services, SmartstartEvaluation and Research, the University Maryland Center for Environmental Science and Fearless Solutions. Inthis study, teachers from one cohort were paired with teachers from a succeeding cohort in order to facilitate amentoring process between the two cohorts. This allows for teacher ambassardors to have a support structurethroughout the program, seek integral feedback, modify teaching techniques, integrate project research and establishlong term partnerships within the project team.

The purpose of this study is to analyse the implementation of three national education standards (SNPs), namely management standards, graduates competency standards, and teacher and education staff at the Ummul Quro (UQ) Islamic school and the Bogor Hajj Persaudaraan Foundation (YPHB) using importance-performance analysis (IPA) model. This study uses primary data sourced from a questionnaire distributed to thirty respondents. The test results reveal that the application of management standards, graduate competency standards, and standards for teachers and education personnel at Islamic boarding schools UQ and YPHB have been optimal with a level of compatibility between importance and performance at a very good level. The implementation of 3 SNPs in UQ and YPHB based on IPA showed that Islamic education institutions must strive to improve performance through compilation of the respective duties, job description, use of work procedures, and socialization management system and maintain several attributes that have been assessed as good, such as formulate vision and mission, goals, targets and strategic plans, organizational structure, guidelines. The institution also has to maintain the stability of the level of satisfaction with the quality of the performance, implementation of activities according to the agreed program, involvement of community participation and partnerships/school committees, monitoring the implementation of the program. Received: 28 April 2021 / Accepted: 26 July 2021 / Published: 5 September 2021

The ocean surface has provided the interface for commerce, adventure and exploration for millennia. Studies of ocean surface currents play a vital role in our present day understanding of the dynamics at this ocean-atmosphere interface. Using technology to bridge vast distances, students can now reach the oceans and experience real-life challenges that rival those of the space program. In this paper, we detail two efforts using different approaches to engage teachers and their students in the study of ocean surface currents.The NASA-sponsored Ocean Surface Currents Web site (www.oceanmotion.org) provides a comprehensive review of the surface circulation of Earth's ocean and classroom investigations appropriate for various disciplines at the high school level. The site highlights use of data derived from the online satellite data to understand patterns of ocean surface currents and how they relate to issues of exploration, commerce, marine life, weather/climate, natural hazards and national security. Classroom investigations help high school students practice skills matched to national standards, and keyed to topics covered in the traditional high school curriculum and to the stages of the 5 E's teaching and learning model.The NOAA-sponsored Adopt a Drifter Program (ADP) provides an educational opportunity for K-16 teachers to infuse ocean observing system data into their curriculum. The ADP promotes one-on-one partnerships between schools from the United States and international schools where students from both schools mutually adopt a drifting buoy to be deployed from a ship at sea. An educational sticker from each school is adhered to the drifter before deployment and teachers and their students access drifter location, sea surface temperature and/or sea surface pressure data from the drifter online at http://osmc.noaa.gov/OSMC/adopt_a_drifter.html.These resources better equip teachers with the tools necessary to ignite the interest of students and explain complex relationships between dynamic atmosphere and ocean systems.

The movement for greater civic engagement in higher education in the United States has taken hold across the core academic missions of teaching, research and service. One manifestation of this movement has been growing participation in service-learning, a teaching method grounded in community-university partnerships in which students provide services that simultaneously address community-identified concerns and meet key learning objectives. In order to assess the benefits of long-term sustained institutional involvement in service-learning, in 2007–2008 we interviewed 23 faculty members, staff and administrators from 16 academic institutions that had participated in a national demonstration program for service-learning, which ended in 1998. We found that 15 of these institutions had sustained service-learning to some degree and 12 had integrated service-learning into the curriculum, with varying degrees of institutional support. Interview participants described five main impacts of their institutions’ sustained participation in service-learning: 1) increased community engagement and community-engaged scholarship, and increased valuation of both, among participating faculty members; 2) greater capacity for community-university partnerships among academic and community partners; 3) improved community-university relations; 4) diffusion of service-learning and/or principles of community-university partnerships to other departments and schools; and 5) recruitment of students seeking community engagement opportunities. This study provides evidence that sustained institutional participation in service-learning can foster an understanding of the scholarly value of community-engaged teaching and research among participating faculty, and increase community-engaged activities at participating academic institutions. These findings suggest that funding agencies, faculty members and academic administrators can use service-learning as a strategy to foster a culture of community engagement in higher education institutions. Keywords Community-university partnerships, service-learning, community engagement, sustainability, impact, higher education

Objectives: The goal of the Strong4Life School Nutrition Program is to promote healthy eating in school cafeterias in Georgia by training school nutrition managers and staff members to implement changes in the cafeteria to nudge children to make healthier choices. The objective of our study was to evaluate program effect on (1) school nutrition manager and staff member knowledge of evidence-based strategies and their self-efficacy to make positive changes, (2) the school cafeteria environment, and (3) National School Lunch Program participation. Methods: We assessed changes in participant knowledge, beliefs, and self-efficacy by administering a survey before and after training (February-July 2015); a follow-up survey (3 school months posttraining) assessed changes in the cafeteria. A total of 842 school nutrition managers and staff members were trained and completed pre- and posttraining surveys; 325 managers completed the follow-up survey. We used cafeteria records from a subsample of the first schools trained (40 intervention and 40 control) to assess National School Lunch Program participation. Results: From pretraining to posttraining, we found a significant increase in manager and staff member (n = 842) knowledge of strategies for enhancing taste perception through the use of creative menu item names (from 78% to 95%, P < .001) and understanding that food placement in the lunch line influences food selection (from 78% to 95%, P < .001), and in their self-perceived ability to influence the cafeteria environment (from 91% to 96%, P < .001). From pretraining to 3-month follow-up, managers (n = 325) reported increased use of evidence-based serving strategies: visibility (from 84% to 96% for placing healthy options in >2 locations, P < .001), convenience (from 63% to 84% for placing plain milk in front of other beverages, P < .001), sell (from 25% to 38% for branding healthy items with stickers, P < .001), price (from 17% to 27% for using bundle pricing to encourage sales, P < .001), and taste (from 77% to 85% for signage demonstrating the benefits of healthy eating, P = .01). National School Lunch Program participation did not change significantly. Conclusions: Training cafeteria managers and staff members in Smarter Lunchrooms Movement techniques may be an effective way to make changes in the school cafeteria environment to encourage healthier choices among students. Additional studies allowing time for more complex changes to be implemented are needed to assess the full effect of the program.

Natural History museums are well known and even famous for the multiple educational opportunities they offer to the public, which includes international visitors, and students and schools. This paper introduces a new role for museums, as sites for the education and certification of new science teachers. In 2017, the American Museum of Natural History (AMNH) completed evaluation of its initial six years as the first museum-based Master of Arts in Teaching (MAT) Earth science program in the USA. The program was conceptualized in response to multiple levels of local and national education policies, and the still cur-rent need to improve Earth science education for all students, especially those designated ‘at-risk.’ Race to the Top (RTTT) in New York State and the National Commission on Teaching for America’s Future had been call-ing for the reconceptualization of teacher education for several years. MAT began as a pilot program authorized by NYS, the result of a competition for inno-vation in the design of programs outside the traditional university structures that corre-sponded to areas of need (at the inter-section of the sciences and quality education for New English Learners and students with learning disabilities). In developing the museum-specific part of the program, theoretical perspectives from research on Strands of Learning Science in Informal In-stitutions, Spatial thinking, and Place-based Learning. Also the selection of candidates required background in one of the Earth Science fields. In addition, scientists and curators became part of the faculty and directed the field and laboratory residencies at the end of the school year and before beginning to teach in schools. After three years, the pilot was fully authorized to grant its own degrees. The institution operates on multiple levels: it is a teaching residency program that awards degrees, maintains strong partnerships with schools, is a member of the network of Independent Colleges and Universities in New York State, and provides on-site graduate courses for other col-leges and universities on the educational role of, and research on, informal learning in science institutions. The museum is at the heart of the program’s design. Courses include research on learning in museums, pedagogical content knowledge re-garding science, and experiential residencies geared toward preparing candidates to teach in both museums and public schools, as well as conduct independent and team science research. Courses are co-taught by scientists and educators, and are designed to use museum exhibitions and resources, including current and past scientific research, technology, and online teaching tools in order to facilitate instruction, demonstrate the nature of science, and com-plement science with cultural histories that highlight the role of science in society. Evaluation evidence indicates the program has been successful in pre-paring teachers to teach in high-needs urban schools in New York State. An external-impact quanti-tative study by NYU, focused on student performance on the standardized New York State Earth Science Regents Examination, indicated that (1) students of MAT graduates are doing as well as students taught by other Earth science teachers with similar years of experience in New York City; and (2) demographically, MAT teachers instruct a higher percentage of students with lower economic and academic profiles. This paper focuses on how the program design utilizes all aspects of a natural history museum to offer the science museum community, teacher educators, and policy-makers new approaches for the preparation of teachers and the education of their students.

The Uganda Road Accident Reduction Network Organisation (URRENO) is a non-profit, non-government organisation (NGO) mandated in 1997. From a modest pilot project funded by the World Bank in 2003, it has become a leader in the development, implementation and advocacy for road safety education in primary schools across Uganda. Through URRENO efforts, the pilot program was adopted as the national curriculum and was shown to improve students’ road safety skills and behaviours and reduce their involvement in crashes from 15% to 5%. Many other related worthwhile initiatives followed, including: improvements in pedestrian facilities; integrated road safety publicity and enforcement campaigns; and expansion of road safety NGOs to supplement Government efforts. Lessons learned of value for like organisations include: striving to collect and analyse data to attain a project evidence base; building strong partnerships with influential individuals, community groups, businesses and Government stakeholders; adopting participatory approaches in which stakeholders and beneficiaries play significant roles in project implementation; and building capacities and empowering beneficiaries. URRENO continues in its efforts to strengthen and further roll-out the road safety education curriculum across Uganda, following evidence that transfers of trained teachers has contributed to decayed expertise and attention to road safety, particularly among schools in rural areas. URRENO will continue to strive to empower young people to learn and strengthen their capacity in road safety, to grow out of dependence and become independent safe road users.

Nine programs were funded across eight states in the United States to customize, implement, and evaluate local campaigns in support of the national Get Yourself Tested ( GYT) campaign. Each program promoted chlamydia screening and treatment/referral to sexually active young women (aged 15–25 years) and their partners through accessible, free, or low-cost services. This article documents the strategies and outcomes of these local GYT campaigns, highlighting the diversity in which a national sexual health campaign is implemented at the local level and identifying challenges and successes. Nearly all ( n = 7) programs involved target audience members in campaign development/implementation. Youth were linked to free or low-cost sexually transmitted disease testing through community centers, high schools and colleges, community and clinic events; online or text-based ordering of test kits; and community pickup locations. Sites used a combination of traditional and new media, on-the-ground activities, promotional products, and educational and social events to promote testing. With the exception of one site, all sites reported increases in the number of persons tested for chlamydia during campaign implementation, compared to baseline. Increases ranged from 0.5% to 128%. Successes included development of local partnerships, infrastructure, and capacity; use of peer leaders and involvement; and opportunities to explore new innovations. Challenges included use of social media/new technologies, timing constraints, limited organizational and evaluation capacity, and unforeseen delays/setbacks. Each of these issues is explored, along with lessons learned, with intent to inform future sexual health promotion efforts.

Abstract Introduction Increasing attention to the importance of sleep among children raises questions about how to implement accessible, effective interventions. Part of answering those questions rests in determining interest in and demand for programming. Pajama Program (PJP), a 501(c)(3), works with nearly 4,000 community-based organizations (CBOs) nationally that work with children exposed to adversity, including: foster care/child welfare; shelters; low-income schools, after-school, and early care and education programs; and social-service providers. Anticipating its launch of sleep health education programs, PJP and its Good Night Advisory Council of sleep experts designed a CBO needs assessment. Methods The survey was distributed electronically to staff at 3,911 CBOs; 1,635 organizations responded (42%). Results Across respondents, 65% work with children birth to 18 in settings that were non-residential (39%), residential (18%), or both (43%); most (91%) worked with participants for over one month. CBOs included child welfare/foster care (20.6% of respondents); transitional housing/shelter (20.5%); social services (15.6%); and early care and education (12.7%). Interest in sleep health education was high across all program types: 80 to 89% of programs within each type wanted information for staff and/or caregivers, specifically handouts (among 93% of programs), articles (88%), videos (85%), and workshops (70%). At least 90% of respondents who provided early care and education, parenting, and crisis services were interested in sleep health education for program staff. These program types also had high interest in sleep health education for caregivers, as did child welfare/foster care, school/after school, and shelters (all at least 90% of respondents). Conclusion The CBOs in this sample recognize sleep is an issue among the children they serve, but most did not have access to information on sleep health. These results establish the need for sleep health education and suggest preferred modalities. The project is a model for partnerships involving researchers, nonprofits, and community-based organizations. Support Funding for this project was provided by Pajama Program, a national 501(c)(3) non-profit.

Usaha Kesehatan Sekolah (UKS) ialah usaha kesehatan masyarakat yang dijalankan di sekolah-sekolah dengan sasaran utama anak-anak sekolah dan lingkungannya. Usaha ini dijalankan mulai dari sekolah dasar (SD) sampai sekolah lanjutan. Permasalahan yang ditemukan di wilayah kerja Puskesmas Sediginan yaitu tidak terlaksananya pelaksanaan program UKS yang hanya mencapai 30% dimana belum mencapai dari Target Nasional 100%, SMP Negeri 4 Tanah Putih adalah SMP Negeri yang terletak di wilayah kerja Puskesmas tersebut. Tujuan dari penelitian ini adalah Diketahuinya Gambaran Pelaksanaan Program Usaha Kesehatan Sekolah (UKS) Di SMPN 4 Tanah Putih Desa Sintong pusaka Kecamatan Tanah Putih Kabupaten Rokan Hilir Tahun 2020. Penelitian ini menggunakan penelitian kualitatif dengan pendekatan deskriptif dan dilakukan pengolahan data meliputi kegiatan pengumpulan data. Metode pengumpulan data yaitu dengan melakukan wawancara mendalam yang berkaitan dengan pelaksanaan program UKS. Hasil penelitian ini adalah pelaksanaan program UKS di SMP Negeri 4 Tanah Putih kurang berjalan dengan baik. Hal ini di pengaruhi SDM yang tidak pernah mendapatkan pelatihan, dana yang tidak mencukupi, pelayanan yang kurang efektif, pembinaan yang tidak pernah dilakukan. Kesimpulan dari penelitian ini adalah pelaksanaan program UKS di SMP Negeri 4 Tanah Putih yang belum berjalan dengan baik. Saran dari penelitian ini adalah perlunya peningkatan pelatihan-pelatihan SDM, meningkatkan kerjasama dan kemitraan serta meningkatkan dana dan sarana prasarana penunjang Shool’s Health Clinic (SHC) is the public health business which is run in schools with the primary target of students and their environments. This business is run from elementary school (ES) through secondary school. The problem thas has been found in the region of the Public Health Center at Sediginan is that School’s health clinic program is not implemented which only reaches 30% where it has not reaches 100% national target, SMP Negeri 4 Tanah Putih is a State Junior High School located in the Puskesmas working area. The purpose of this study is to know that the image of the implementation of the school’s health clinic program (SHC) at SMPN 4 Tanah Putih, Sintong Pusaka Village, Tanah Putih District, Rokan Hilir Regency in 2020. The study uses qualitative research with descriptive approach and data processing includes data collection activity. The data collection method is by conducting in-depth interviews related to the implementation of the medical program. The result of this study is the administration of the medical program at junior high school. The conclusion of this research is that the implementation of the UKS program at SMP Negeri 4 Tanah Putih has not gone well. Suggestions from this research are the need to increase human resource training, increase cooperation and partnerships, increase funds and support infrastructure

<p>The filial school is one of the model of school development where learners study and learn various skills as the basic capital to continue to higher education level. The responsibility of the school's management is fully filial by the parent school in accordance with the quality standards of education services. This research aims to reveal the management of philial school development on the standard of management at Singkawang 11 State Junior High School (SMP Negeri 11 Singkawang ) with the focus of: 1) development planning of filial school in management standard, 2) organizing the development of filial school in management standard, 3) implementation of filial school development on management standard, 4) supervision of filial school development on management standards, 5) constraints faced in the development of filial schools on management standards, and 6) efforts undertaken in the development of filial schools on management standards. The research method used descriptive research with qualitative approach. Data collected by in-depth interviews, participant observation, documentation and analyzed by data reduction, data presentation, conclusion or verification. Testing of data reliability is done by extending the observation period, and triangulation and member checking. The results of the study conclude: 1) Filial School Development Planning in Management Standards, has been done by Singkawang 11 State Junior High School by making the vision and mission is implied that support the implementation of philial school development and has been socialized and arranged based on consultation with certain teachers by considering the needs of the school as a basis making, 2) organizing the development of filial schools on the standard of management, that the head of Singkawang 11 State Junior High School has arranged the organizational structure in connection with the division of main tasks and functions of the teacher and socialized. 3) Implementing the development of filial schools on the standard of management that Singkawang 11 State Junior High School refers to document I which includes all aspects of school management including philial schools covering curriculum aspects, student aspects, educator aspect and educational staff, aspects of facilities and infrastructure, finance and financing , school culture and school areas, school committees and partnerships, and school management information systems, 4) supervision of filial school development on process standards, that Singkawang 11 State Junior High School has conducted School Self Evaluation (EDS) conducted annually as a basis for preparation of the Plan School Work (RKS) and principals have conducted classroom supervision activities on teachers. For managerial supervision of the eight national standards of education by school supervisors has been undertaken but not scheduled, 5) The barriers faced in the development of filial schools in management standards consist of internal (internal) and external (external) barriers. obstacles from within include the limitations of learning facilities and infrastructure of students in the form of limited learning buildings, laboratories, libraries, canteen, prayer room, learning books and desks and student learning seats. External obstacles in the form of poor, perforated, and muddy access roads make it difficult for teachers to carry out teaching duties at the filial schools. 6) The efforts made in the development of filial schools in the management standards include the proposal for the rehabilitation of the 2017 study by the principal to the education and cultural offices of Singkawang city, the cooperation of the principal of Singkawang 11 State Junior High School with Singkawang 3 State Junior High School in a grant program of learning facilities in the form of help desk and desk study as well as reference books for studying students in filial schools. </p>

<p>This article strives to examine which CSR assistance factors are effective in helping to alleviate the burdens of a community who lives near a cement site. The CSR factors are developed from underlying intens of Islamic law (<em>maqasid al-sharia</em>). The CSR activities which are done by the company towards the community residing near the site are in the form of community development and partnerships. This study was conducted in a community residing around a mine. Primary data were utilized. The data were retrieved with a survey technique, and 97 respondents were retrieved. Meanwhile, the data were analyzed by using a factor analysis. The analysis results depict that there are 6 kinds of education assistance in the CSR programs, where assistance in establishing free schools is not effective enough because it is used for employees’ children, while they comprise a very small portion of the community. There are 20 CSR health programs for the community, while the only one that is not very effective is the HIV prevention program, because the company does not implement an HIV prevention program for the community. There are 12 CSR programs for the environment, in which all of the programs are considered to be effective for the community. There are 6 CSR socio-religious programs, while only 2 of them are considered as not being effective, which are the holiday and animal sacrifice assistance. There are 4 CSR programs for public infrastructure, in which all of the programs are effective to alleviate the community’s burdens. There are 2 CSR programs for national holidays, in which all of the programs are effective for the community. There are 5 socio-cultural CSR programs, in which 2 of the CSR programs are considered to not be effective, which are the arts and culture mentoring as well as arts and culture festival assistance. There are 7 CSR programs for youth and sports activities, which are all considered effective for the community. There are 4 other CSR programs for social assistance, in which 2 of the programs are viewed as being ineffective, which are the retirement home and death assistance. There are 4 CSR programs for rotating fund assistance for SMEs, which are all deemed effective for the community. There are 3 CSR programs for managerial assistance for SMEs, in which 1 program is thought to be ineffective, which is the record keeping and accounting training program. There are 3 CSR programs for marketing assistance for SMEs, which are all considered effective for SMEs.</p>

OBJECTIVES/SPECIFIC AIMS: Island communities face greater environmental risks creating challenges in their populations. A community and participatory qualitative research method aiming to understand community perspectives regarding the ecology and environmental risks of the island of Culebra was performed to develop a community-centered Information and Communications Technology (ICT) intervention (an app). The island of Culebra, a municipality from the archipelago of Puerto Rico is located 17 miles from the eastern coast of Puerto Rico’s main island. This ICT—termed mZAP (Zonas, Acción & Protección)—is part of a Translational Biomedical doctoral degree dissertation housed at the University of Rochester’s Clinical Translational Science Institute (CTSI) Informatics Core funded by an NIH Clinical Translational Science Award (CTSA). In September 2017, the island of Culebra faced 2 major category hurricanes 2 weeks apart. Hurricane Irma and Hurricane Maria devastated homes, schools, health clinics, and local businesses, disrupting an already-fragile ecological balance on the island. METHODS/STUDY POPULATION: These 2 storms catastrophically affected the archipelago of Puerto Rico. Culebra’s geographically isolated location, along with the inefficient response from authorities, exacerbated the stressors caused by these natural disasters, increasing the gap of social determinants of health, including the lack of potable water. Leveraging a community engagement partnership established before the hurricanes by the mZAP participatory research, which naturally halted once the hurricanes hit a new humanitarian objective formed to deliver aid. Along with another NIH funded RCMI Translational Research Network, or RTRN institution (University of Puerto Rico, Medical Science Campus) students and faculty, The Puerto Rico Testsite for Exploring Contamination Threats Program (PROTECT) an NIEHS Funded Grant, and the National Guard, a “people to people” approach was established to ascertain needs and an opportunity to meet those needs. A people-to-people approach brings humanitarian needs, identified directly by the community to the people who need it most; without intermediaries and bureaucratic delays that typically occur during catastrophes. RESULTS/ANTICIPATED RESULTS: The consumption of potable water in plastic bottles and subsequent accumulation of plastic material has proven to be collateral damage of a vulnerable water distribution system creating another environmental hazard on the island of Culebra. Therefore, this humanitarian partnership, worked to delivered community and family sized water filters, providing a safe environmental alternative to drinkable water for the island. The success of this approach, People to People for Puerto Rico (#p2p4PUR), demonstrated the power of genuine community engagement—arising from a previous clinical research partnership—and true established commitment with members of the community. DISCUSSION/SIGNIFICANCE OF IMPACT: Research partnerships can (and should, when needed) lead to humanitarian partnerships that extend beyond research objectives. Research may subsequently be adapted based on new realities associated with natural disasters and the altered nature of existing partnerships, allowing for a rapid response to communities need. Further, #p2p4PUR was not only able to channel a partnership humanitarian response but also created an opportunity to reflect on how the commitment between members of society and academia (researchers) can create beneficial bilateral relationships, always putting the community needs first. The resulting shared experience elevates community interest and engagement with researchers, and helps researchers see communities as true partners, rather than—simply—research subjects.

One of the goals of the nation and state is to maintain the unity and integrity of the nation and to build a prosperous life together with all citizens and members of the religious community. As depicted in Pancasila, namely Bhinneka Tunggal Ika, although different but still one. However, it is not easy to achieve unity and integrity while still upholding differences and diversity. The obstacle that is quite severe to achieve unity and prosperity is the problem of national harmony, including inter-religious relations and the harmony of life for religious people. Seeing the current condition, it is very important to instill the value of tolerance at the school level, especially public schools, which are very easily influenced by intolerant narratives, even being entered by groups that spread hatred on behalf of God, then with such factors Gusdurian Pasuruan has carried out the Initiative to Prevent Violence (IPK), this program is a capacity building program for the CVE (Counter Violent Extremism) strategy in fighting the propaganda of extremist violence through strengthening partnerships with the community of SMA and SMK Negeri in Pasuruan Regency. This research uses qualitative methods because this research is in the form of descriptive data, in which this research was conducted by means of interviews with informants. Descriptive research is research that tries to describe an actual symptom, event, event. In other words, actual research is what it was when the research was carried out. Qualitative research has the following characteristics: (1) responsive, (2) flexible, (3) emphasizing wholeness, (4) based on expanding knowledge, (5) processing data as quickly as possible, (6) taking advantage of opportunities to clarify and retrieve conclusion, (7) take advantage of the opportunity to seek out unusual responses. Some of the things that Gusdurian Pasuruan did to achieve the goals of the IPK were as follows: 1) Identifying local dangers and signs of radicalism that lead to violence. 2) Develop positive counter-narrative and alternative content. 3) Build a cadre of intolerant local leaders. The results of this study included: 1) Ramadhan Peaceful Literacy, 2) Youth Cultural Discussion, 3) Koran Muharram with the theme: "Come on Hijrah... Become a Complete Muslim", 4) Film Discussion and Informal Meetings of District Toerance Ambassadors Pasuruan, 5) International Tolerance Day Short Video Competition

A decade ago, access to technology was limited and wiring schools was one of the nation's highest education priorities (NCREL, 2005). Ten years of substantial investments have vastly improved this picture. According to the Secretary's Fourth Annual Report on Teacher Quality, virtually every school with access to computers has Internet access (99%), compared to only 35 percent of schools in 1994, according to the National Center for Education Statistics (NCES) (Parsad & Jones, 2005). The Office of Technology Assessment report to Congress in 1995 stated that "Technology is not central to the teacher preparation experience in most colleges of education. most new teachers graduate from teacher preparation institutions with limited knowledge of the ways technology can be used in their professional practice" (Office of Technology Assessment, 1995). The report, in which this statement appeared, titled Teachers and Technology: Making the Connection, was a wake-up call, and over the past years, much remunerative progress has been made. Many states are attempting to address educators technology skills through the creation of teacher or administrator standards that include technology; as of 2003, 40 states and the District of Columbia have such standards (Ansell & Park, 2003). A number of states have adopted technology requirements for initial licensure. For example, 13 states require teachers and/or administrators to complete technology-related coursework, and nine require them to pass technology-related assessments. In addition, a number of states have implemented policies to improve veteran teachers technological skills (Ansell &Park, 2003). Addressing the issues of technology integration into the curriculum, the Maryland State Department of Educations (MSDE) PT3 consortium infused technology into the state's teacher education programs in three ways. First, the consortium used the Maryland Teacher Technology Standards to redesign both arts and sciences and education courses so they incorporate technology-related knowledge and skills. The Maryland Teacher Technology Standards included learning outcomes and, core learning goals and skills for success; it also specifies what students in pre-kindergarten through 12th grade need to know and be able to do in English/Language Arts, mathematics, science, and social studies. The Maryland State Department of Education (1999) provided expectations for how technology can and should be used to support student learning and instruction. Second, the group developed performance assessments in order to measure the technological competence of teacher candidates. Third, the consortium developed a system for electronic portfolios that incorporates a student teacher's technology performance assessment. These portfolios can be made available to future employers to demonstrate technology-related proficiency. The consortium is statewide and diverse, including several public universities and two communities. According to a report titled, Tech-Savvy: Educating Girls in the New Computer Age (AAUW, 2000), Washington, DC; as violent electronic games and dull programming classes turn off increasing numbers of adolescent girls, the way information technology is used, applied, and taught in the nations classrooms must change. Furthermore, commensurate with rapid changes in technology, a remarkably consistent picture emerges: more boys than girls experience an early, passionate attachment to computers, whereas for most girls attachment is subdued. Margolis and Fisher (2002) reported that computing is claimed as male territory very early in life: from early childhood through college, computing is both actively claimed as guy stuff by boys and men and passively ceded by girls and women. Society and culture have linked interest and success with computers to boys and men. In the words of Margolis and Fisher (2002), curriculum, teachers expectations, and culture reflect boys pathways into computing, accepting both assumptions of male excellence and womens deficiencies in the field (p. 4). Social expectations towards educational leadership in academic and economics terms depend on the integration of technology in every facet of society. The American family survival depends on the abilities and incomes of all adults. The type of technical skills needed to be creative and to survive in the job market escalates daily. Educational leaders must be aware that gender equity among middle school students with respect to the use of computer technology should be grounded in the development of programs that not only address the educational aspect of schools, but also allow students to develop their appreciation for, and understanding of the interrelationship among computer usage, careers, and values. With the implementation of such programs, schools could operate as equalizers for the sexes regarding computer competency and attitudes. Educational leaders have the ability to direct resources to show how computer technology may release the creative impulse in children and allow them to think and learn. Educators need to link the curriculum and technology with student interests. Both male and female students use computer applications that can be linked to the educational setting, such as word processing, Internet, completing homework, reports, and projects, as well as communication through email, self-expression, and personal interest. Educators who are developing these programs must understand how girls lose interest in technology and recognize the different learning styles of each gender. The role of training district school teachers to effectively utilize computer technology within the classroom is important if strides are to be made in supporting girls and women in choosing computer-related careers and using computers as a medium of expression. Institutions of higher education would provide opportunities and hold the responsibility of reviewing the technical construction of each teachers plan. Educational leaders will meet frequently with university representatives to review, discuss, record experiences, develop, modify, and evaluate plans and performances to ensure that teachers receive the training necessary to instruct all students utilizing appropriate computer technology. Degree attainment, certification, and re-certification should be linked to the variation of experiences, the structure, depth, detail, and impact of the program developed by the practitioner in consultation with representatives from higher education and the school district. Partnerships with local school districts and institutions of higher learner should be established to develop programs, which incorporate many of the tenets discussed above.

ABSTRACTThe Princeton Center for Complex Materials (PCCM) joined the PBS NOVA/MRS Making Stuff coalition and created a program to inspire middle school students and their teachers about materials science during exciting large programs at Princeton University and multiple pre and post events. As a National Science Foundation funded Materials Research Science and Engineering Center, it is part of PCCM’s mission to inspire and educate school children, teachers and the public about STEM and materials science. Research shows that it is critical to excite students at a young age and maintain that excitement, and without that these, students are two to three times less likely to have any interest in science and engineering and pursue science careers as adults. The Making Stuff TV series offered a great teachable moment in materials science for students and teachers alike. The four episodes, Stronger, Smaller, Smarter and Cleaner aired in January and February, 2011. Our complementary education program helped promote the viewership of the Making Stuff series in the region, and the NOVA episodes helped us by priming the teachers and students to learn more about materials science research conducted at Princeton University. The Making Stuff coalition events we conducted were designed to have the maximum positive impact on students’ attitudes towards science and scientists, in general, and materials scientists and engineers, specifically. Each and every student had an opportunity to interact with dozens of scientists and engineers, in the lab, at table demonstrations and lecture presentations. As an ongoing MRSEC education and outreach program we have developed many successful educational partnerships to increase our impact. Plus, through years of successful education programs and the participation of our materials scientists and engineers, we have cultivated great trust in the schools and local community. The schools eagerly joined as partners in the program to bring their students to the event. Teachers from those partner schools actively participated in associated professional development programs conducted by education staff and PCCM professors before and after the big event. Included were presentations by MRSEC members and the partners from Princeton Institute for the Science and Technology of Materials (PRISM), Princeton University’s chemistry department, DOE funded centers PP-SOC and PPPL, Liberty Science Center, Franklin Institute, our PBS partner NJN and our many school district partners.

Abstract Background Screening reduces incidence and mortality from colorectal cancer (CRC), yet US screening rates are low, particularly among Medicaid enrollees in rural communities. We describe a two-phase project, SMARTER CRC, designed to achieve the National Cancer Institute Cancer MoonshotSM objectives by reducing the burden of CRC on the US population. Specifically, SMARTER CRC aims to test the implementation, effectiveness, and maintenance of a mailed fecal test and patient navigation program to improve rates of CRC screening, follow-up colonoscopy, and referral to care in clinics serving rural Medicaid enrollees. Methods Phase I activities in SMARTER CRC include a two-arm cluster-randomized controlled trial of a mailed fecal test and patient navigation program involving three Medicaid health plans and 30 rural primary care practices in Oregon and Idaho; the implementation of the program is supported by training and practice facilitation. Participating clinic units were randomized 1:1 into the intervention or usual care. The intervention combines (1) mailed fecal testing outreach supported by clinics, health plans, and vendors and (2) patient navigation for colonoscopy following an abnormal fecal test result. We will evaluate the effectiveness, implementation, and maintenance of the intervention and track adaptations to the intervention and to implementation strategies, using quantitative and qualitative methods. Our primary effectiveness outcome is receipt of any CRC screening within 6 months of enrollee identification. Our primary implementation outcome is health plan- and clinic-level rates of program delivery, by component (mailed FIT and patient navigation). Trial results will inform phase II activities to scale up the program through partnerships with health plans, primary care clinics, and regional and national organizations that serve rural primary care clinics; scale-up will include webinars, train-the-trainer workshops, and collaborative learning activities. Discussion This study will test the implementation, effectiveness, and scale-up of a multi-component mailed fecal testing and patient navigation program to improve CRC screening rates in rural Medicaid enrollees. Our findings may inform approaches for adapting and scaling evidence-based approaches to promote CRC screening participation in underserved populations and settings. Trial registration Registered at clinicaltrial.gov (NCT04890054) and at the NCI’s Clinical Trials Reporting Program (CTRP #: NCI-2021-01032) on May 11, 2021.

Abstract Objectives To create environments that are conducive to healthy eating in twelve (12) unique, rural elementary schools in Louisiana by implementing evidence-based strategies rooted in economics, marketing, and psychology. Methods Professional Development to: •Coordinate and provide training for School Food Service (SFS) staff from 12 unique schools on the national Smarter Lunchrooms Movement (Smarter Lunchrooms)•Train SFS staff in implementing strategies to influence the food and beverage preferences and choices of students in the cafeteria•Provide follow-up through direct technical assistance•Technical Assistance to:•Deliver direct technical assistance to 12 unique schools to implement Smarter Lunchrooms strategies in the school cafeteria•Conduct a pre-assessment of each cafeteria using the Smarter Lunchrooms Scorecard (Scorecard), working with SFS staff•Work collaboratively with SFS staff to create an action plan to implement Smarter Lunchrooms strategies, based on the findings of the pre-assessment•Provide resources to implement strategies•Conduct a post-assessment of the cafeteria using the Scorecard to see change in number of strategies implemented Results • Out of a best possible score of 60, the average score on the pre-assessments from the 12 targeted schools is 29. • The results of the pre-assessments show that most schools score high in areas of lunchroom atmosphere and vegetable variety, and that most score low in areas of reimbursable meal and fruit promotion. • School cafeterias are implementing the evidence-based strategies and are observing changes in school meal participation numbers and food waste in the cafeteria. • According to 2018–2019 enrollment data from the Louisiana Department of Education, these changes are reaching a total of 4921 students. Conclusions Evidence suggests that students’ food and beverage choices and preferences can be influenced by making no-cost or low-cost changes to the cafeteria. This presents an invaluable opportunity to reinforce healthy habits at a young age in students worldwide. Funding Sources This work is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) through the Delta State Rural Development Network Grant Program (DELTA) to HEALTH ENRICHMENT NETWORK - D60RH25758.

The Library Power Program is a school improvement initiative of the DeWitt-Wallace Reader's Digest Fund that began in 1988. With a total investment exceeding US$45 million, Library Power is the largest nongovernmental funding for school library media programs in over 30 years. It operated in approximately 700 schools and served more than one million students. Library Power sought to create a national vision of public elementary and middle school library media programs through the instructional leadership of the library media specialist, and through partnerships within the district and with the community. An evaluation of the Library Power Program found that the Library Power initiative advanced the notion of a student-centered library media program in a learning community. It showed that given the right conditions, school library media programs can promote positive opportunities for excellence in teaching and learning.

Childhood obesity is a serious health problem in the United States that affects millions of children and adolescents. Obese children are more prone to chronic illnesses, and these risks persist into adulthood. The Richard B. Russell National School Lunch Act (42 U.S.C. 1751 et seq.) sought to promote better nutrition among children, especially those who may otherwise not have access to healthy meals, by providing lunches that meet defined nutritional standards. Despite this effort, obesity rates continue to rise and there is little evidence favoring the effectiveness of the National School Lunch Act in reducing obesity incidence among children. Recently, policymakers proposed expanding nutrition education efforts to the classroom to address the current limitations of the National School Lunch Act (i.e., H.R.5892 and S.3293). However, education efforts alone are insufficient to foster long-lasting healthy eating patterns among children. Therefore, we propose that Congress amend the National School Lunch Act to include three evidence-based approaches: a 50-hour education program (H.R.5892), equitable partnerships between schools, local businesses and nonprofit organizations (S.3293), and a community engagement program designed to impact dietary behavior beyond the classroom.

Summary The Indigenous Youth Mentorship Program (IYMP) is a peer-led health promotion program developed for elementary school students in Indigenous school communities in Canada. A local young adult health leader (YAHL) and high school mentors offer students healthy snacks, physical activity games, relationship building activities and cultural teachings. IYMP aims to improve children’s health and wellbeing and empower Indigenous youth and communities. The purpose of this focused ethnography was to describe the key characteristics of successful IYMP delivery. Two focus groups were conducted with 16 participants (8 YAHLS and 8 youth mentors) from 7 schools followed by 4 individual interviews (3 YAHLs, 1 youth peer mentor). Transcripts were analyzed using content analysis. Findings were triangulated with IYMP program field observations and notes from IYMP national team meetings. The five characteristics identified as important for IYMP delivery were a sense of ownership by those delivering the program, inclusion of Indigenous Elders/knowledge keepers, establishing trusting relationships, open communication among all stakeholder groups, including community and academic partners, and adequate program supports in the form of program funding, manuals that described program activities, and local and national gatherings between academic and community partners for sharing ideas about the program and its components. This study indicates the importance of respectful partnerships between community and academic leads for program success and sustainability. As IYMP is implemented in more communities and becomes community autonomous, program sustainability may be ensured and implementation challenges mitigated by embedding the identified five essential characteristics within the fabric of IYMP.

Safely returning underserved youth to school during the coronavirus disease 2019 (COVID-19) pandemic through diagnostic testing and health education is imperative to mitigate the ongoing negative impact of COVID-19 and reduce health inequalities in underserved communities. The Rapid Acceleration of Diagnostics-Underserved Populations program is a consortium of research projects across the United States funded by the National Institutes of Health to understand the factors associated with the disproportionate burden of the pandemic among underserved populations and to leverage mitigation strategies, including diagnostic testing, with a focus on reducing health disparities. In this article, we provide an overview and introduce the articles from 8 Rapid Acceleration of Diagnostics-Underserved Populations projects featured in the supplement “Navigating a Pandemic in the K–12 Setting: Keeping Our School Communities Safe” published in Pediatrics. These projects funded in the program’s first phase focus on COVID-19 diagnostic testing approaches for youth and employees at schools in underserved communities to support safe in-person learning. In the articles comprising the supplement, researchers present barriers and facilitators of the community engagement process necessary to establish school-academic partnerships. These efforts showcase school-based implementation testing strategies during the COVID-19 pandemic but are translatable to tackling other challenges related to reducing health disparities.

Community schools are an alternative form of education that center on partnerships between the community and/or the state, aid organizations, and non-governmental organizations. The Community School Program (CSP) in Egypt sparked a social movement in education in that country, with disparate actors all coalescing around the CSP as an alternative, empowering model of education. This study examined the relationship between the CSP and the dynamics that formed, shaped and co-opted it through in-depth interviews and observations. Our analysis examined the program’s processes and legacies on its former students. The study found that critical factors in the program’s success were its cost for the students, physical proximity, and quality teaching. After completing the program, these students faced significant challenges in mainstream secondary education. The CSP model is now converging with mainstream education. The interplay of national and global discourses shaped the CSP’s formation and continue to shape students’ social and academic learning through the evolution of its program.

The objective of this exploratory, transversal, and descriptive study was to identify the vaccination situation of Nursing students and their adhesion the Adult Immunization Program, defined by the Ministry of Health. The population of the study was 278 adults, distributed within the undergraduate and graduate Nursing schools. Analysis of their Vaccination Cards was in order to collect the data, followed by a classification of their vaccination situation into three categories: Immunized, Incomplete or Belated Scheme, and Non-Vaccinated. Of the total, 15.5% were classified as immunized; 51.8% fit into the incomplete or belated classification; and 32.7% were non-vaccinated students. The results demonstrate that the vaccination situation of nursing students is characterized by incomplete schemes and low adhesion to the National Immunization Program. The authors suggest that this theme is given greater relevance during the academic education of nurses, via partnerships with health services and municipal Immunization Divisions.

During the 2019-2020 academic year, 37 (17%) of 223 Council on Education for Public Health (CEPH) accredited or applicant schools and programs of public health offered Master of Public Health (MPH) degrees with concentrations in general global health. Concentration-specific competencies build on the foundational competencies required for all MPH students enrolled in CEPH-accredited programs. The most popular global health competencies focus on agencies and organizations, ethics and human rights, program management, social and environmental determinants of health, the global burden of disease, collaboration and partnerships, and cultural competency. There is significant overlap between the current concentration competencies and the ones recommended by the Association of Schools and Programs of Public Health in 2018. The online program descriptions for MPH concentrations in global health feature four key themes: globalization, low-income countries, social justice and equity, and culture and diversity. (1) Most programs emphasize transnational health issues and the effects of globalization on health in countries of all income levels. (2) Some programs have a special focus on preparation for serving low-income countries and other disadvantaged populations, such as refugees. (3) Most programs emphasize the social justice and equity issues underlying local and global health disparities. (4) Most programs promote development of the cultural knowledge, awareness, and skills required for serving diverse populations effectively as rising leaders in the international, national, or local public health workforce. Global health MPH programs prepare students for public health practice in resource-limited settings in their home communities as well as internationally.

The United States urgently needs science-based solutions for a multitude of policy issues, and a basic societal understanding of science is essential to gaining public trust and addressing these issues. However, there is a disconnect between professional scientists and engineers and K-12 science education. Many students will graduate after 13 years of school having never met a scientist. This missed opportunity is not an issue of supply. There are over 7 million practicing scientists and engineers in the U.S.; if every scientist spent just one hour a year in a classroom, each student would get at least three visits from a scientist every single year. Here, we propose the Federal Science Project: a federally funded, nationwide program to bring scientists into all K-12 schools across the U.S. with the goal of reaching every student, regardless of geographic location. Scientists and engineers across disciplines and sectors would undergo training in communication skills and cultural competency, connect with classrooms via a national database with support from full-time staff, partner with teachers to deliver interactive lessons aligned with existing curriculum and standards, and receive appropriate compensation. Close partnerships between scientists, engineers, teachers, policymakers, and community partners in science education (science centers, museums, etc.) would invigorate the trust-based connections needed for 21st-century science education and policy transformations.

Introduction The exhibition of an artist’s work is traditionally accepted as representing the final stage of the creative process (Staniszewski). This article asks, however, whether this traditional view can be reassessed so that the curatorial practice of mounting an exhibition becomes, itself, a creative outcome feeding into work that may still be in progress, and that simultaneously operates as a learning and teaching tool. To provide a preliminary examination of the issue, we use a single case study approach, taking an example of practice currently used at an Australian university. In this program, internal and external students work together to develop and deliver an exhibition of their own work in progress. The exhibition space has a professional website (‘CQUniversity Noosa Exhibition Space’), many community members and the local media attend exhibition openings, and the exhibition (which runs for three to four weeks) becomes an outcome students can include in their curriculum vitae. This article reflects on the experiences, challenges, and outcomes that have been gained through this process over the past twelve months. Due to this time frame, the case study is exploratory and its findings are provisional. The case study is an appropriate method to explore a small sample of events (in this case exhibitions) as, following Merriam, it allows the construction of a richer picture of an under-examined phenomenon to be constructed. Although it is clear that this approach will not offer results which can be generalised, it can, nevertheless, assist in opening up a field for investigation and constructing a holistic account of a phenomenon (in this case, the exhibition space as authentic learning experience and productive teaching tool), for, as Merriam states, “much can be learned from a particular case” (51). Jennings adds that even the smallest case study is useful as it includes an “in-depth examination of the subject with which to confirm or contest received generalizations” (14). Donmoyer extends thoughts on this, suggesting that the single case study is extremely useful as the “restricted conception of generalizability … solely in terms of sampling and statistical significance is no longer defensible or functional” (45). Using the available student course feedback, anonymous end-of-term course evaluations, and other available information, this case study account offers an example of what Merriam terms a “narrative description” (51), which seeks to offer readers the opportunity to engage and “learn vicariously from an encounter with the case” (Merriam 51) in question. This may, we propose, be particularly productive for other educators since what is “learn[ed] in a particular case can be transferred to similar situations” (Merriam 51). Breaking Ground exhibition, CQUniversity Noosa Exhibition Space, 2014. Photo by Ulrike Sturm. Background The Graduate Certificate of Creative Industries (Creative Practice) (CQU ‘CB82’) was developed in 2011 to meet the national Australian Quality Framework agency’s Level 8 (Graduate Certificate) standards in terms of what is called in their policies, the “level” of learning. This states that, following the program, graduates from this level of program “will have advanced knowledge and skills for professional or highly skilled work and/or further learning … [and] will apply knowledge and skills to demonstrate autonomy, well-developed judgment, adaptability and responsibility as a practitioner or learner” (AQF). The program was first delivered in 2012 and, since then, has been offered both two and three terms a year, attracting small numbers of students each term, with an average of 8 to 12 students a term. To meet these requirements, such programs are sometimes developed to provide professional and work-integrated learning tasks and learning outcomes for students (Patrick et al., Smith et al.). In this case, professionally relevant and related tasks and outcomes formed the basis for the program, its learning tasks, and its assessment regime. To this end, each student enrolled in this program works on an individual, self-determined (but developed in association with the teaching team and with feedback from peers) creative/professional project that is planned, developed, and delivered across one term of study for full- time students and two terms for part- timers. In order to ensure the AQF-required professional-level outcomes, many projects are designed and/or developed in partnership with professional arts institutions and community bodies. Partnerships mobilised utilised in this way have included those with local, state, and national bodies, including the local arts community, festivals, and educational support programs, as well as private business and community organisations. Student interaction with curation occurs regularly at art schools, where graduate and other student shows are scheduled as a regular events on the calendar of most tertiary art schools (Al-Amri), and the curated exhibition as an outcome has a longstanding tradition in tertiary fine arts education (Webb, Brien, and Burr). Yet in these cases, it is ultimately the creative work on show that is the focus of the learning experience and assessment process, rather than any focus on engagement with the curatorial process itself (Dally et al.). When art schools do involve students in the curatorial process, the focus usually still remains on the students' creative work (Sullivan). Another interaction with curation is when students undertaking a tertiary-level course or program in museum, and/or curatorial practice are engaged in the process of developing, mounting, and/or critiquing curated activities. These programs are, however, very small in number in Australia, where they are only offered at postgraduate level, with the exception of an undergraduate program at the University of Canberra (‘215JA.2’). By adopting “the exhibition” as a component of the learning process rather than its end product, including documentation of students’ work in progress as exhibition pieces, and incorporating it into a more general creative industries focused program, we argue that the curatorial experience can become an interactive learning platform for students ranging from diverse creative disciplines. The Student Experience Students in the program under consideration in this case study come from a wide spectrum of the creative industries, including creative writing, film, multimedia, music, and visual arts. Each term, at least half of the enrolments are distance students. The decision to establish an on-campus exhibition space was an experimental strategy that sought to bring together students from different creative disciplines and diverse locations, and actively involve them in the exhibition development and curatorial process. As well as their individual project work, the students also bring differing levels of prior professional experience to the program, and exhibit a wide range of learning styles and approaches when developing and completing their creative works and exegetical reflections. To cater for the variations listed above, but still meet the program milestones and learning outcomes that must (under the program rules) remain consistent for each student, we employed a multi-disciplinary approach to teaching that included strategies informed by Gardner’s theory of multiple intelligences (Gardner, Frames of Mind), which proposed and defined seven intelligences, and repeatedly criticised what he identified as an over-reliance on linguistic and logical indices as identifiers of intelligence. He asserted that these were traditional indicators of high scores on most IQ measures or tests of achievement but were not representative of overall levels of intelligence. Gardner later reinforced that, “unless individuals take a very active role in what it is that they’re studying, unless they learn to ask questions, to do things hands on, to essentially re-create things in their own mind and transform them as is needed, the ideas just disappear” (Edutopia). In alignment with Gardner’s views, we have noted that students enrolled in the program demonstrate strengths in several key intelligence areas, particularly interpersonal, musical, body-kinaesthetic, and spacial/visual intelligences (see Gardner, ‘Multiple Intelligences’, 8–18). To cater for, and further develop, these strengths, and also for the external students who were unable to attend university-based workshop sessions, we developed a range of resources with various approaches to hands-on creative tasks that related to the projects students were completing that term. These resources included the usual scholarly articles, books, and textbooks but were also sourced from the print and online media, guest speaker presentations, and digital sites such as You Tube and TED Talks, and through student input into group discussions. The positive reception of these individual project-relevant resources is evidenced in the class online discussion forums, where consecutive groups of students have consistently reflected on the positive impact these resources have had on their individual creative projects: This has been a difficult week with many issues presenting. As part of our Free Writing exercise in class, we explored ‘brain dumping’ and wrote anything (no matter how ridiculous) down. The great thing I discovered after completing this task was that by allowing myself to not censor my thoughts by compiling a writing masterpiece, I was indeed “free” to express everything. …. … I understand that this may not have been the original intended goal of Free Writing – but it is something I would highly recommend external students to try and see if it works for you (Student 'A', week 5, term 1 2015, Moodle reflection point). I found our discussion about crowdfunding particularly interesting. ... I intend to look at this model for future exhibitions. I think it could be a great way for me to look into developing an exhibition of paintings alongside some more commercial collateral such as prints and cards (Student 'B', week 6, term 1 2015, Moodle reflection point). In class I specifically enjoyed the black out activity and found the online videos exceptional, inspiring and innovating. I really enjoyed this activity and it was something that I can take away and use within the classroom when educating (Student 'C', week 8, term 1 2015, Moodle reflection point). The application of Gardner’s principles and strategies dovetailed with our framework for assessing learning outcomes, where we were guided by Boud’s seven propositions for assessment reform in higher education, which aim to “set directions for change, designed to enhance learning achievements for all students and improve the quality of their experience” (26). Boud asserts that assessment has most effect when: it is used to engage students in productive learning; feedback is used to improve student learning; students and teachers become partners in learning and assessment; students are inducted into the assessment practices of higher education; assessment and learning are placed at the centre of subject and program design; assessment and learning is a focus for staff and institutional development; and, assessment provides inclusive and trustworthy representation of student achievement. These propositions were integral to the design of learning outcomes for the exhibition. Teachers worked with students, individually and as a group, to build their capacity to curate the exhibition, and this included such things as the design and administration of invitations, and also the physical placement of works within the exhibition space. In this way, teachers and students became partners in the process of assessment. The final exhibition, as a learning outcome, meant that students were engaged in productive learning that placed both assessment and knowledge at the centre of subject and project design. It is a collation of creative pieces that embodies the class, as a whole; however, each piece also represents the skills and creativity of individual students and, in this way, are is a trustworthy representations of student achievement. While we aimed to employ all seven recommendations, our main focus was on ensuring that the exhibition, as an authentic learning experience, was productive and that the students were engaged as responsible and accountable co-facilitators of it. These factors are particularly relevant as almost all the students were either currently working, or planning to work, in their chosen creative field, where the work would necessarily involve both publication, performance, and/or exhibition of their artwork plus collaborative practice across disciplinary boundaries to make this happen (Brien). For this reason, we provided exhibition-related coursework tasks that we hoped were engaging and that also represented an authentic learning outcome for the students. Student Curatorship In this context, the opportunity to exhibit their own works-in-progress provided an authentic reason, with a deadline, for students to both work, and reflect, on their creative projects. The documentation of each student’s creative process was showcased as a stand-alone exhibition piece within the display. These exhibits not only served not only to highlight the different learning styles of each student, but also proved to inspire creativity and skill development. They also provided a working model whereby students (and potential enrollees) could view other students’ work and creative processes from inception to fully-realised project outcomes. The sample online reflections quoted above not only highlight the effectiveness of the online content delivery, but this engagement with the online forum also allowed remote students to comment on each other’s projects as well as to and respond to issues they were encountering in their project planning and development and creative practice. It was essential that this level of peer engagement was fostered for the curatorial project to be viable, as both internal and external students are involved in designing the invitation, catalogue, labels, and design of the space, while on-campus students hang and label work according to the group’s directions. Distance students send in items. This is a key point of this experiment: the process of curating an exhibition of work from diverse creative fields, and from students located thousands of kilometres apart, as a way of bringing cohesion to a diverse cohort of students. That cohesiveness provided an opportunity for authentic learning to occur because it was in relation to a task that each student apparently understood as personally, academically, and professionally relevant. This was supported by the anonymous course evaluation comments, which were overwhelmingly positive about the exhibition process – there were no negative comments regarding this aspect of the program, and over 60 per cent of the class supplied these evaluations. This also met a considerable point of anxiety in the current university environment whereby actively engaging students in online learning interactions is a continuing issue (Dixon, Dixon, and Axmann). A key question is: what relevance does this curatorial process have for a student whose field is not visual art, but, for instance, music, film, or writing? By displaying documentation of work in progress, this process connects students of all disciplines with an audience. For example, one student in 2014 who was a singer/songwriter, had her song available to be played on a laptop, alongside photographs of the studio when she was recording her song with her band. In conjunction with this, the cover artwork for her CD, together with the actual CD and CD cover, were framed and exhibited. Another student, who was also a musician but who was completing a music history project, sent in pages of the music transcriptions he had been working on during the course. This manuscript was bound and exhibited in a way that prompted some audience members to commented that it was like an artist’s book as well as a collection of data. Both of these students lived over 1,000 kilometres from the campus where the exhibition was held, but they were able to share with us as teaching staff, as well as with other students who were involved in the physical setting up of the exhibition, exactly how they envisaged their work being displayed. The feedback from both of these students was that this experience gave them a strong connection to the program. They described how, despite the issue of distance, they had had the opportunity to participate in a professional event that they were very keen to include on their curricula vitae. Another aspect of students actively participating in the curation of an exhibition which features work from diverse disciplines is that these students get a true sense of the collaborative interconnectedness of the disciplines of the creative industries (Brien). By way of example, the exhibit of the singer/songwriter referred to above involved not only the student and her band, but also the photographer who took the photographs, and the artist who designed the CD cover. Students collaboratively decided how this material was handled in the exhibition catalogue – all these names were included and their roles described. Breaking Ground exhibition, CQUniversity Noosa Exhibition Space, 2014. Photo by Ulrike Sturm. Outcomes and Conclusion We believe that the curation of an exhibition and the delivery of its constituent components raises student awareness that they are, as creatives, part of a network of industries, developing in them a genuine understanding of the way the creating industries works as a profession outside the academic setting. It is in this sense that this curatorial task is an authentic learning experience. In fact, what was initially perceived as a significant challenge—, that is, exhibiting work in progress from diverse creative fields—, has become a strength of the curatorial project. In reflecting on the experiences and outcomes that have occurred through the implementation of this example of curatorial practice, both as a learning tool and as a creative outcome in its own right, a key positive indicator for this approach is the high level of student satisfaction with the course, as recorded in the formal, anonymous university student evaluations (with 60–100 per cent of these completed for each term, when the university benchmark is 50 per cent completion), and the high level of professional outcomes achieved post-completion. The university evaluation scores have been in the top (4.5–5/.5) range for satisfaction over the program’s eight terms of delivery since 2012. Particularly in relation to subsequent professional outcomes, anecdotal feedback has been that the curatorial process served as an authentic and engaged learning experience because it equipped the students, now graduates, of the program with not only knowledge about how exhibitions work, but also a genuine understanding of the web of connections between the diverse creative arts and industries. Indeed, a number of students have submitted proposals to exhibit professionally in the space after graduation, again providing anecdotal feedback that the experience they gained through our model has had a sustaining impact on their creative practice. While the focus of this activity has been on creative learning for the students, it has also provided an interesting and engaging teaching experience for us as the program’s staff. We will continue to gather evidence relating to our model, and, with the next iteration of the exhibition project, a more detailed comparative analysis will be attempted. At this stage, with ethics approval, we plan to run an anonymous survey with all students involved in this activity, to develop questions for a focus group discussion with graduates. We are also in the process of contacting alumni of the program regarding professional outcomes to map these one, two, and five years after graduation. We will also keep a record of what percentage of students apply to exhibit in the space after graduation, as this will also be an additional marker of how professional and useful they perceive the experience to be. In conclusion, it can be stated that the 100 per cent pass rate and 0 per cent attrition rate from the program since its inception, coupled with a high level (over 60 per cent) of student progression to further post-graduate study in the creative industries, has not been detrimentally affected by this curatorial experiment, and has encouraged staff to continue with this approach. References Al-Amri, Mohammed. “Assessment Techniques Practiced in Teaching Art at Sultan Qaboos University in Oman.” International Journal of Education through Art 7.3 (2011): 267–282. AQF Levels. Australian Qualifications Framework website. 18 June 2015 ‹http://www.aqf.edu.au/aqf/in-detail/aqf-levels/›. Boud, D. Student Assessment for Learning in and after Courses: Final Report for Senior Fellowship. Sydney: Australian Learning and Teaching Council, 2010. Brien, Donna Lee, “Higher Education in the Corporate Century: Choosing Collaborative rather than Entrepreneurial or Competitive Models.” New Writing: The International Journal for the Practice and Theory of Creative Writing 4.2 (2007): 157–170. Brien, Donna Lee, and Axel Bruns, eds. “Collaborate.” M/C Journal 9.2 (2006). 18 June 2015 ‹http://journal.media-culture.org.au/0605›. Burton, D. Exhibiting Student Art: The Essential Guide for Teachers. New York: Teachers College Press, Columbia University, New York, 2006. CQUniversity. CB82 Graduate Certificate in Creative Industries. 18 July 2015 ‹https://handbook.cqu.edu.au/programs/index?programCode=CB82›. CQUniversity Noosa Exhibition Space. 20 July 2015 ‹http://www.cqunes.org›. Dally, Kerry, Allyson Holbrook, Miranda Lawry and Anne Graham. “Assessing the Exhibition and the Exegesis in Visual Arts Higher Degrees: Perspectives of Examiners.” Working Papers in Art & Design 3 (2004). 27 June 2015 ‹http://sitem.herts.ac.uk/artdes_research/papers/wpades/vol3/kdabs.html›. Degree Shows, Sydney College of the Arts. 2014. 18 June 2015 ‹http://sydney.edu.au/sca/galleries-events/degree-shows/index.shtml› Dixon, Robert, Kathryn Dixon, and Mandi Axmann. “Online Student Centred Discussion: Creating a Collaborative Learning Environment.” Hello! Where Are You in the Landscape of Educational Technology? Proceedings ASCILITE, Melbourne 2008. 256–264. Donmoyer, Robert. “Generalizability and the Single-Case Study.” Case Study Method: Key Issues, Key Texts. Eds. Roger Gomm, Martyn Hammersley, and Peter Foster. 2000. 45–68. Falk, J.H. “Assessing the Impact of Exhibit Arrangement on Visitor Behavior and Learning.” Curator: The Museum Journal 36.2 (1993): 133–146. Flyvbjerg, Bent. “Five Misunderstandings about Case-Study Research.” Qualitative Inquiry 12.2 (2006): 219–245. Gardner, H. Frames of Mind: The Theory of Multiple Intelligences, New York: Basic Books, 1983. ———. Multiple Intelligences: New Horizons in Theory and Practice, New York: Basic Books, 2006. George Lucas Education Foundation. 2015 Edutopia – What Works in Education. 16 June 2015 ‹http://www.edutopia.org/multiple-intelligences-howard-gardner-video#graph3›. Gerring, John. “What Is a Case Study and What Is It Good For?” American Political Science Review 98.02 (2004): 341–354. Hooper-Greenhill, Eilean. “Museums and Communication: An Introductory Essay.” Museum, Media, Message 1 (1995): 1. Jennings, Paul. The Public House in Bradford, 1770-1970. Keele: Keele University Press, 1995. Levy, Jack S. “Case Studies: Types, Designs, and Logics of Inference.” Conflict Management and Peace Science 25.1 (2008): 1–18. Merriam, Sharan B. Qualitative Research: A Guide to Design and Implementation: Revised and Expanded from Qualitative Research and Case Study Applications in Education. Jossey-Bass, 2009. Miles, M., and S. Rainbird. From Critical Distance to Engaged Proximity: Rethinking Assessment Methods to Enhance Interdisciplinary Collaborative Learning in the Creative Arts and Humanities. Final Report to the Australian Government Office for Learning and Teaching, Sydney. 2013. Monash University. Rethinking Assessment to Enhance Interdisciplinary Collaborative Learning in the Creative Arts and Humanities. Sydney: Office of Learning and Teaching, 2013. Muller, L. Reflective Curatorial Practice. 17 June 2015 ‹http://research.it.uts.edu.au/creative/linda/CCSBook/Jan%2021%20web%20pdfs/Muller.pdf›. O’Neill, Paul. Curating Subjects. London: Open Editions, 2007. Patrick, Carol-Joy, Deborah Peach, Catherine Pocknee, Fleur Webb, Marty Fletcher, and Gabriella Pretto. The WIL (Work Integrated Learning) Report: A National Scoping Study [Final Report]. Brisbane: Queensland University of Technology, 2008. Rule, A.C. “Editorial: The Components of Authentic Learning.” Journal of Authentic Learning 3.1 (2006): 1–10. Seawright, Jason, and John Gerring. “Case Selection Techniques in Case Study Research: A Menu of Qualitative and Quantitative Options.” Political Research Quarterly 61.2 (2008): 294–308. Smith, Martin, Sally Brooks, Anna Lichtenberg, Peter McIlveen, Peter Torjul, and Joanne Tyler. Career Development Learning: Maximising the Contribution of Work-Integrated Learning to the Student Experience. Final project report, June 2009. Wollongong: University of Wollongong, 2009. Sousa, D.A. How the Brain Learns: A Teacher’s Guide. 2nd ed. Thousand Oaks, CA: Corwin Press, 2001. Stake, R. “Qualitative Case Studies”. The Sage Handbook of Qualitative Research. 3rd ed. Eds. N.K. Denzin and Y.S. Lincoln. Thousand Oaks, CA: Sage, 2005. 433-466. Staniszewski, Mary Anne. The Power of Display: A History of Exhibition Installations at the Museum of Modern Art. Cambridge, MA: MIT Press, 1998. Sullivan, Graeme. Art Practice as Research: Inquiry in Visual Arts. Thousand Oaks, CA: Sage, 2010. University of Canberra. “Bachelor of Heritage, Museums and Conservation (215JA.2)”. Web. 27 July 2015. Ventzislavov, R. “Idle Arts: Reconsidering the Curator.” The Journal of Aesthetics and Art Criticism 72.1 (2014): 83–93. Verschuren, P. “Case Study as a Research Strategy: Some Ambiguities and Opportunities.” International Journal of Social Research Methodology 6.2 (2003): 121–139. Webb, Jen, and Donna Lee Brien. “Preparing Graduates for Creative Futures: Australian Creative Arts Programs in a Globalising Society.” Partnerships for World Graduates, AIC (Academia, Industry and Community) 2007 Conference, RMIT, Melbourne, 28–30 Nov. 2007. Webb, Jen, Donna Lee Brien, and Sandra Burr. “Doctoral Examination in the Creative Arts: Process, Practices and Standards.” Final Report. Canberra: Office of Learning and Teaching, 2013. Yin, Robert K. Case Study Research: Design and Methods. Thousand Oaks, CA: Sage, 2013.

IntroductionIn July 1997, the Mackay campus of Central Queensland University hosted a conference with the theme Regional Australia: Visions of Mackay. It was the first academic conference to be held at the young campus, and its aim was to provide an opportunity for academics, business people, government officials, and other interested parties to discuss their visions for the development of Mackay, a regional community of 75,000 people situated on the Central Queensland coast (Danaher). I delivered a presentation at that conference and authored a chapter in the book that emerged from its proceedings. The chapter entitled “Mackay Online” explored the potential impact that the Internet could have on the Mackay region, particularly in the areas of regional business, education, health, and entertainment (Pace). Two decades later, how does the reality compare with that vision?Broadband BluesAt the time of the Visions of Mackay conference, public commercial use of the Internet was in its infancy. Many Internet services and technologies that users take for granted today were uncommon or non-existent then. Examples include online video, video-conferencing, Voice over Internet Protocol (VoIP), blogs, social media, peer-to-peer file sharing, payment gateways, content management systems, wireless data communications, smartphones, mobile applications, and tablet computers. In 1997, most users connected to the Internet using slow dial-up modems with speeds ranging from 28.8 Kbps to 33.6 Kbps. 56 Kbps modems had just become available. Lamenting these slow data transmission speeds, I looked forward to a time when widespread availability of high-bandwidth networks would allow the Internet’s services to “expand to include electronic commerce, home entertainment and desktop video-conferencing” (Pace 103). Although that future eventually arrived, I incorrectly anticipated how it would arrive.In 1997, Optus and Telstra were engaged in the rollout of hybrid fibre coaxial (HFC) networks in Sydney, Melbourne, and Brisbane for the Optus Vision and Foxtel pay TV services (Meredith). These HFC networks had a large amount of unused bandwidth, which both Telstra and Optus planned to use to provide broadband Internet services. Telstra's Big Pond Cable broadband service was already available to approximately one million households in Sydney and Melbourne (Taylor), and Optus was considering extending its cable network into regional Australia through partnerships with smaller regional telecommunications companies (Lewis). These promising developments seemed to point the way forward to a future high-bandwidth network, but that was not the case. A short time after the Visions of Mackay conference, Telstra and Optus ceased the rollout of their HFC networks in response to the invention of Asynchronous Digital Subscriber Line (ADSL), a technology that increases the bandwidth of copper wire and enables Internet connections of up to 6 Mbps over the existing phone network. ADSL was significantly faster than a dial-up service, it was broadly available to homes and businesses across the country, and it did not require enormous investment in infrastructure. However, ADSL could not offer speeds anywhere near the 27 Mbps of the HFC networks. When it came to broadband provision, Australia seemed destined to continue playing catch-up with the rest of the world. According to data from the Organisation for Economic Cooperation and Development (OECD), in 2009 Australia ranked 18th in the world for broadband penetration, with 24.1 percent of Australians having a fixed-line broadband subscription. Statistics like these eventually prompted the federal government to commit to the deployment of a National Broadband Network (NBN). In 2009, the Kevin Rudd Government announced that the NBN would combine fibre-to-the-premises (FTTP), fixed wireless, and satellite technologies to deliver Internet speeds of up to 100 Mbps to 90 percent of Australian homes, schools, and workplaces (Rudd).The rollout of the NBN in Mackay commenced in 2013 and continued, suburb by suburb, until its completion in 2017 (Frost, “Mackay”; Garvey). The rollout was anything but smooth. After a change of government in 2013, the NBN was redesigned to reduce costs. A mixed copper/optical technology known as fibre-to-the-node (FTTN) replaced FTTP as the preferred approach for providing most NBN connections. The resulting connection speeds were significantly slower than the 100 Mbps that was originally proposed. Many Mackay premises could only achieve a maximum speed of 40 Mbps, which led to some overcharging by Internet service providers, and subsequent compensation for failing to deliver services they had promised (“Optus”). Some Mackay residents even complained that their new NBN connections were slower than their former ADSL connections. NBN Co representatives claimed that the problems were due to “service providers not buying enough space in the network to provide the service they had promised to customers” (“Telcos”). Unsurprisingly, the number of complaints about the NBN that were lodged with the Telecommunications Industry Ombudsman skyrocketed during the last six months of 2017. Queensland complaints increased by approximately 40 percent when compared with the same period during the previous year (“Qld”).Despite the challenges presented by infrastructure limitations, the rollout of the NBN was a boost for the Mackay region. For some rural residents, it meant having reliable Internet access for the first time. Frost, for example, reports on the experiences of a Mackay couple who could not get an ADSL service at their rural home because it was too far away from the nearest telephone exchange. Unreliable 3G mobile broadband was the only option for operating their air-conditioning business. All of that changed with the arrival of the NBN. “It’s so fast we can run a number of things at the same time”, the couple reported (“NBN”).Networking the NationOne factor that contributed to the uptake of Internet services in the Mackay region after the Visions of Mackay conference was the Australian Government’s Networking the Nation (NTN) program. When the national telecommunications carrier Telstra was partially privatised in 1997, and further sold in 1999, proceeds from the sale were used to fund an ambitious communications infrastructure program named Networking the Nation (Department of Communications, Information Technology and the Arts). The program funded projects that improved the availability, accessibility, affordability, and use of communications facilities and services throughout regional Australia. Eligibility for funding was limited to not-for-profit organisations, including local councils, regional development organisations, community groups, local government associations, and state and territory governments.In 1998, the Mackay region received $930,000 in Networking the Nation funding for Mackay Regionlink, a project that aimed to provide equitable community access to online services, skills development for local residents, an affordable online presence for local business and community organisations, and increased external awareness of the Mackay region (Jewell et al.). One element of the project was a training program that provided basic Internet skills to 2,168 people across the region over a period of two years. A second element of the project involved the establishment of 20 public Internet access centres in locations throughout the region, such as libraries, community centres, and tourist information centres. The centres provided free Internet access to users and encouraged local participation and skill development. More than 9,200 users were recorded in these centres during the first year of the project, and the facilities remained active until 2006. A third element of the project was a regional web portal that provided a free easily-updated online presence for community organisations. The project aimed to have every business and community group in the Mackay region represented on the website, with hosting fees for the business web pages funding its ongoing operation and development. More than 6,000 organisations were listed on the site, and the project remained financially viable until 2005.The availability, affordability and use of communications facilities and services in Mackay increased significantly during the period of the Regionlink project. Changes in technology, services, markets, competition, and many other factors contributed to this increase, so it is difficult to ascertain the extent to which Mackay Regionlink fostered those outcomes. However, the large number of people who participated in the Regionlink training program and made use of the public Internet access centres, suggests that the project had a positive influence on digital literacy in the Mackay region.The Impact on BusinessThe Internet has transformed regional business for both consumers and business owners alike since the Visions of Mackay conference. When Mackay residents made a purchase in 1997, their choice of suppliers was limited to a few local businesses. Today they can shop online in a global market. Security concerns were initially a major obstacle to the growth of electronic commerce. Consumers were slow to adopt the Internet as a place for doing business, fearing that their credit card details would be vulnerable to hackers once they were placed online. After observing the efforts that finance and software companies were making to eliminate those obstacles, I anticipated that it would only be a matter of time before online transactions became commonplace:Consumers seeking a particular product will be able to quickly find the names of suitable suppliers around the world, compare their prices, and place an order with the one that can deliver the product at the cheapest price. (Pace 106)This expectation was soon fulfilled by the arrival of online payment systems such as PayPal in 1998, and online shopping services such as eBay in 1997. eBay is a global online auction and shopping website where individuals and businesses buy and sell goods and services worldwide. The eBay service is free to use for buyers, but sellers are charged modest fees when they make a sale. It exemplifies the notion of “friction-free capitalism” articulated by Gates (157).In 1997, regional Australian business owners were largely sceptical about the potential benefits the Internet could bring to their businesses. Only 11 percent of Australian businesses had some form of web presence, and less than 35 percent of those early adopters felt that their website was significant to their business (Department of Industry, Science and Tourism). Anticipating the significant opportunities that the Internet offered Mackay businesses to compete in new markets, I recommended that they work “towards the goal of providing products and services that meet the needs of international consumers as well as local ones” (107). In the two decades that have passed since that time, many Mackay businesses have been doing just that. One prime example is Big on Shoes (bigonshoes.com.au), a retailer of ladies’ shoes from sizes five to fifteen (Plane). Big on Shoes has physical shopfronts in Mackay and Moranbah, an online store that has been operating since 2009, and more than 12,000 followers on Facebook. This speciality store caters for women who have traditionally been unable to find shoes in their size. As the store’s customer base has grown within Australia and internationally, an unexpected transgender market has also emerged. In 2018 Big on Shoes was one of 30 regional businesses featured in the first Facebook and Instagram Annual Gift Guide, and it continues to build on its strengths (Cureton).The Impact on HealthThe growth of the Internet has improved the availability of specialist health services for people in the Mackay region. Traditionally, access to surgical services in Mackay has been much more limited than in metropolitan areas because of the shortage of specialists willing to practise in regional areas (Green). In 2003, a senior informant from the Royal Australasian College of Surgeons bluntly described the Central Queensland region from Mackay to Gladstone as “a black hole in terms of surgery” (Birrell et al. 15). In 1997 I anticipated that, although the Internet would never completely replace a visit to a local doctor or hospital, it would provide tools that improve the availability of specialist medical services for people living in regional areas. Using these tools, doctors would be able to “analyse medical images captured from patients living in remote locations” and “diagnose patients at a distance” (Pace 108).These expectations have been realised in the form of Queensland Health’s Telehealth initiative, which permits medical specialists in Brisbane and Townsville to conduct consultations with patients at the Mackay Base Hospital using video-conference technology. Telehealth reduces the need for patients to travel for specialist advice, and it provides health professionals with access to peer support. Averill (7), for example, reports on the experience of a breast cancer patient at the Mackay Base Hospital who was able to participate in a drug trial with a Townsville oncologist through the Telehealth network. Mackay health professionals organised the patient’s scans, administered blood tests, and checked her lymph nodes, blood pressure and weight. Townsville health professionals then used this information to advise the Mackay team about her ongoing treatment. The patient expressed appreciation that the service allowed her to avoid the lengthy round-trip to Townsville. Prior to being offered the Telehealth option, she had refused to participate in the trial because “the trip was just too much of a stumbling block” (Averill 7).The Impact on Media and EntertainmentThe field of media and entertainment is another aspect of regional life that has been reshaped by the Internet since the Visions of Mackay conference. Most of these changes have been equally apparent in both regional and metropolitan areas. Over the past decade, the way individuals consume media has been transformed by new online services offering user-generated video, video-on-demand, and catch-up TV. These developments were among the changes I anticipated in 1997:The convergence of television and the Internet will stimulate the creation of new services such as video-on-demand. Today television is a synchronous media—programs are usually viewed while they are being broadcast. When high-quality video can be transmitted over the information superhighway, users will be able to watch what they want, when and where they like. […] Newly released movies will continue to be rented, but probably not from stores. Instead, consumers will shop on the information superhighway for movies that can be delivered on demand.In the mid-2000s, free online video-sharing services such as YouTube and Vimeo began to emerge. These websites allow users to freely upload, view, share, comment on, and curate online videos. Subscription-based streaming services such as Netflix and Amazon Prime have also become increasingly popular since that time. These services offer online streaming of a library of films and television programs for a fee of less than 20 dollars per month. Computers, smart TVs, Blu-ray players, game consoles, mobile phones, tablets, and other devices provide a multitude of ways of accessing streaming services. Some of these devices cost less than 100 dollars, while higher-end electronic devices include the capability as a bundled feature. Netflix became available in Mackay at the time of its Australian launch in 2015. The growth of streaming services greatly reduced the demand for video rental shops in the region, and all closed down as a result. The last remaining video rental store in Mackay closed its doors in 2018 after trading for 26 years (“Last”).Some of the most dramatic transformations that have occurred the field of media and entertainment were not anticipated in 1997. The rise of mobile technology, including wireless data communications, smartphones, mobile applications, and tablet computers, was largely unforeseen at that time. Some Internet luminaries such as Vinton Cerf expected that mobile access to the Internet via laptop computers would become commonplace (Lange), but this view did not encompass the evolution of smartphones, and it was not widely held. Similarly, the rise of social media services and the impact they have had on the way people share content and communicate was generally unexpected. In some respects, these phenomena resemble the Black Swan events described by Nassim Nicholas Taleb (xvii)—surprising events with a major effect that are often inappropriately rationalised after the fact. They remind us of how difficult it is to predict the future media landscape by extrapolating from things we know, while failing to take into consideration what we do not know.The Challenge for MackayIn 1997, when exploring the potential impact that the Internet could have on the Mackay region, I identified a special challenge that the community faced if it wanted to be competitive in this new environment:The region has traditionally prospered from industries that control physical resources such as coal, sugar and tourism, but over the last two decades there has been a global ‘shift away from physical assets and towards information as the principal driver of wealth creation’ (Petre and Harrington 1996). The risk for Mackay is that its residents may be inclined to believe that wealth can only be created by means of industries that control physical assets. The community must realise that its value-added information is at least as precious as its abundant natural resources. (110)The Mackay region has not responded well to this challenge, as evidenced by measures such as the Knowledge City Index (KCI), a collection of six indicators that assess how well a city is positioned to grow and advance in today’s technology-driven, knowledge-based economy. A 2017 study used the KCI to conduct a comparative analysis of 25 Australian cities (Pratchett, Hu, Walsh, and Tuli). Mackay rated reasonably well in the areas of Income and Digital Access. But the city’s ratings were “very limited across all the other measures of the KCI”: Knowledge Capacity, Knowledge Mobility, Knowledge Industries and Smart Work (44).The need to be competitive in a technology-driven, knowledge-based economy is likely to become even more pressing in the years ahead. The 2017 World Energy Outlook Report estimated that China’s coal use is likely to have peaked in 2013 amid a rapid shift toward renewable energy, which means that demand for Mackay’s coal will continue to decline (International Energy Agency). The sugar industry is in crisis, finding itself unable to diversify its revenue base or increase production enough to offset falling global sugar prices (Rynne). The region’s biggest tourism drawcard, the Great Barrier Reef, continues to be degraded by mass coral bleaching events and ongoing threats posed by climate change and poor water quality (Great Barrier Reef Marine Park Authority). All of these developments have disturbing implications for Mackay’s regional economy and its reliance on coal, sugar, and tourism. Diversifying the local economy through the introduction of new knowledge industries would be one way of preparing the Mackay region for the impact of new technologies and the economic challenges that lie ahead.ReferencesAverill, Zizi. “Webcam Consultations.” Daily Mercury 22 Nov. 2018: 7.Birrell, Bob, Lesleyanne Hawthorne, and Virginia Rapson. The Outlook for Surgical Services in Australasia. Melbourne: Monash University Centre for Population and Urban Research, 2003.Cureton, Aidan. “Big Shoes, Big Ideas.” Daily Mercury 8 Dec. 2018: 12.Danaher, Geoff. Ed. Visions of Mackay: Conference Papers. Rockhampton: Central Queensland UP, 1998.Department of Communications, Information Technology and the Arts. Networking the Nation: Evaluation of Outcomes and Impacts. Canberra: Australian Government, 2005.Department of Industry, Science and Tourism. Electronic Commerce in Australia. Canberra: Australian Government, 1998.Frost, Pamela. “Mackay Is Up with Switch to Speed to NBN.” Daily Mercury 15 Aug. 2013: 8.———. “NBN Boost to Business.” Daily Mercury 29 Oct. 2013: 3.Gates, Bill. The Road Ahead. New York: Viking Penguin, 1995.Garvey, Cas. “NBN Rollout Hit, Miss in Mackay.” Daily Mercury 11 Jul. 2017: 6.Great Barrier Reef Marine Park Authority. Reef Blueprint: Great Barrier Reef Blueprint for Resilience. Townsville: Great Barrier Reef Marine Park Authority, 2017.Green, Anthony. “Surgical Services and Referrals in Rural and Remote Australia.” Medical Journal of Australia 177.2 (2002): 110–11.International Energy Agency. World Energy Outlook 2017. France: IEA Publications, 2017.Jewell, Roderick, Mary O’Flynn, Fiorella De Cindio, and Margaret Cameron. “RCM and MRL—A Reflection on Two Approaches to Constructing Communication Memory.” Constructing and Sharing Memory: Community Informatics, Identity and Empowerment. Eds. Larry Stillman and Graeme Johanson. Newcastle: Cambridge Scholars Publishing, 2007. 73–86.Lange, Larry. “The Internet: Where’s It All Going?” Information Week 17 Jul. 1995: 30.“Last Man Standing Shuts Doors after 26 Years of Trade.” Daily Mercury 28 Aug. 2018: 7.Lewis, Steve. “Optus Plans to Share Cost Burden.” Australian Financial Review 22 May 1997: 26.Meredith, Helen. “Time Short for Cable Modem.” Australian Financial Review 10 Apr. 1997: 42Nassim Nicholas Taleb. The Black Swan: The Impact of the Highly Improbable. New York: Random House, 2007.“Optus Offers Comp for Slow NBN.” Daily Mercury 10 Nov. 2017: 15.Organisation for Economic Cooperation and Development. “Fixed Broadband Subscriptions.” OECD Data, n.d. <https://data.oecd.org/broadband/fixed-broadband-subscriptions.htm>.Pace, Steven. “Mackay Online.” Visions of Mackay: Conference Papers. Ed. Geoff Danaher. Rockhampton: Central Queensland University Press, 1998. 111–19.Petre, Daniel and David Harrington. The Clever Country? Australia’s Digital Future. Sydney: Lansdown Publishing, 1996.Plane, Melanie. “A Shoe-In for Big Success.” Daily Mercury 9 Sep. 2017: 6.Pratchett, Lawrence, Richard Hu, Michael Walsh, and Sajeda Tuli. The Knowledge City Index: A Tale of 25 Cities in Australia. Canberra: University of Canberra neXus Research Centre, 2017.“Qld Customers NB-uN Happy Complaints about NBN Service Double in 12 Months.” Daily Mercury 17 Apr. 2018: 1.Rudd, Kevin. “Media Release: New National Broadband Network.” Parliament of Australia Press Release, 7 Apr. 2009 <https://parlinfo.aph.gov.au/parlInfo/search/display/display.w3p;query=Id:"media/pressrel/PS8T6">.Rynne, David. “Revitalising the Sugar Industry.” Sugar Policy Insights Feb. 2019: 2–3.Taylor, Emma. “A Dip in the Pond.” Sydney Morning Herald 16 Aug. 1997: 12.“Telcos and NBN Co in a Crisis.” Daily Mercury 27 Jul. 2017: 6.

IntroductionFestivals, according to Chris Gibson and John Connell, are like “glue”, temporarily sticking together various stakeholders, economic transactions, and networks (9). Australia’s First Nations peoples see festivals as an opportunity to display cultural vitality (Henry 586), and to challenge a history which has rendered them absent (587). The 2017 Australia Council for the Arts Showcasing Creativity report indicates that performing arts by First Nations peoples are under-represented in Australia’s mainstream venues and festivals (1). Large Aboriginal cultural festivals have long thrived in Australia’s northern half, but have been under-developed in the south. Each regional happening develops a cultural landscape connected to a long and intimate relationship with the natural environment.The Far South East coast and mountainous hinterland of New South Wales is rich in pristine landscapes that ground the Yuin and Monaro Nations to Country as the Monaroo Bobberrer Gadu (Peoples of the Mountains and the Sea). This article highlights cross-sector interaction between Koori and mainstream organisations in producing the Giiyong (Guy-Yoong/Welcoming) Festival. This, the first large festival to be held within the Yuin Nation, took place on Aboriginal-owned land at Jigamy, via Eden, on 22 September 2018. Emerging regional artists joined national headline acts, most notably No Fixed Address (one of the earliest Aboriginal bands to break into the Australian mainstream music industry), and hip-hop artist Baker Boy (Danzal Baker, Young Australian of the Year 2019). The festival followed five years of sustained community preparation by South East Arts in association with Grow the Music, Twofold Aboriginal Corporation, the Eden Local Aboriginal Land Council, and its Elders. We offer dual understandings of the Giiyong Festival: the viewpoints of a male Yuin Elder wedded to an Australian woman of European descent. We acknowledge, and rely upon, key information, statistics, and photographs provided by the staff of South East Arts including Andrew Gray (General Manager), Jasmin Williams (Aboriginal Creative and Cultural Engagement Officer and Giiyong Festival Project Manager), and Kate Howarth (Screen Industry Development Officer). We are also grateful to Wiradjuri woman Alison Simpson (Program Manager at Twofold Aboriginal Corporation) for valuable feedback. As community leaders from First Nations and non-First Nations backgrounds, Simpson and Williams complement each other’s talents for empowering Indigenous communities. They plan a 2020 follow-up event on the basis of the huge success of the 2018 festival.The case study is informed by our personal involvement with community. Since the general population barely comprehends the number and diversity of Australia’s Indigenous ‘nations’, the burgeoning Indigenous festival movement encourages First Nations and non-First Nations peoples alike to openly and confidently refer to the places they live in according to Indigenous names, practices, histories, and knowledge. Consequently, in the mental image of a map of the island-continent, the straight lines and names of state borders fade as the colours of the Indigenous ‘Countries’ (represented by David Horton’s wall map of 1996) come to the foreground. We reason that, in terms of ‘regionality,’ the festival’s expressions of “the agency of country” (Slater 141) differ vastly from the centre-periphery structure and logic of the Australian colony. There is no fixed centre to the mutual exchange of knowledge, culture, and experience in Aboriginal Australia. The broader implication of this article is that Indigenous cultural festivals allow First Nations peoples cultures—in moments of time—to assume precedence, that is to ‘stitch’ back together the notion of a continent made up of hundreds of countries, as against the exploitative structure of ‘hub and region’ colonial Australia.Festival Concepts and ContextsHoward Becker observed that cultural production results from an interplay between the person of the artist and a multitude of support personnel whose work is not frequently studied: “It is through this network of cooperation that the art work we eventually see or hear comes to be and continues to be” (1). In assisting arts and culture throughout the Bega Valley, Eurobodalla, and Snowy Monaro, South East Arts delivers positive achievements in the Aboriginal arts and cultural sector. Their outcomes are significant in the light of the dispossession, segregation, and discrimination experienced by Aboriginal Australians. Michael Young, assisted by Indigenous authors Ellen Mundy and Debbie Mundy, recorded how Delegate Reserve residents relocating to the coast were faced with having their lives controlled by a Wallaga Lake Reserve manager or with life on the fringes of the towns in shacks (2–3). But as discovered in the records, “their retention of traditional beliefs, values and customs, reveal that the accommodation they were forced to make with the Europeans did not mean they had surrendered. The proof of this is the persistence of their belief in the value of their culture” (3–4). The goal of the Twofold Aboriginal Corporation is to create an inclusive place where Aboriginal people of the Twofold Bay Region can be proud of their heritage, connect with the local economy, and create a real future for their children. When Simpson told Williams of the Twofold Aboriginal Corporation’s and Eden Local Aboriginal Land Council’s dream of housing a large cultural festival at Jigamy, Williams rigorously consulted local Indigenous organisations to build a shared sense of community ownership of the event. She promoted the festival as “a rare opportunity in our region to learn about Aboriginal culture and have access to a huge program of Aboriginal musicians, dancers, visual artists, authors, academics, storytellers, cooks, poets, creative producers, and films” (McKnight).‘Uncle Ossie’ Cruse of Eden envisaged that the welcoming event would enliven the longstanding caring and sharing ethos of the Yuin-Monaro people. Uncle Ossie was instrumental in establishing Jigamy’s majestic Monaroo Bobberrer Gudu Keeping Place with the Eden Local Aboriginal Land Council in 1994. Built brick by brick by Indigenous workers, it is a centre for the teaching and celebration of Aboriginal culture, and for the preservation of artefacts. It represents the local community's determination to find their own solutions for “bridging the gap” by creating education and employment opportunities. The centre is also the gateway to the Bundian Way, the first Aboriginal pathway to be listed on the NSW State Heritage Register. Festival Lead-Up EventsEden’s Indigenous students learn a revived South Coast language at Primary and Secondary School. In 2015, Uncle Ossie vitally informed their input into The Black Ducks, a hip-hop song filmed in Eden by Desert Pea Media. A notable event boosting Koori musical socialisation was a Giiyong Grow the Music spectacle performed at Jigamy on 28 October 2017. Grow the Music—co-founded by Lizzy Rutten and Emily White—specialises in mentoring Indigenous artists in remote areas using digital recording equipment. Eden Marine High School students co-directed the film Scars as part of a programme of events with South East Arts and the Giiyong Festival 2018. The Eden Place Project and Campbell Page also create links between in- and out-of-school activities. Eden’s Indigenous students thus perform confidently at NAIDOC Week celebrations and at various festivals. Preparation and PersonnelAn early decision was made to allow free entry to the Giiyong Festival in order to attract a maximum number of Indigenous families. The prospect necessitated in-kind support from Twofold Aboriginal Corporation staff. They galvanised over 100 volunteers to enhance the unique features of Jigamy, while Uncle Ossie slashed fields of bushes to prepare copious parking space. The festival site was spatially focused around two large stages dedicated to the memory of two strong supporters of cultural creativity: Aunty Doris Kirby, and Aunty Liddy Stewart (Image 1). Image 1: Uncle Ossie Cruse Welcomes Festival-Goers to Country on the Aunty Liddy Stewart Stage. Image Credit: David Rogers for South East Arts, Reproduction Courtesy of South East Arts.Cultural festivals are peaceful weapons in a continuing ontological political contest (Slater 144). In a panel discussion, Uncle Ossie explained and defended the Makarrata: the call for a First Nations Voice to be enshrined in the Constitution.Williams also contracted artists with a view to capturing the past and present achievements of Aboriginal music. Apart from her brilliant centrepiece acts No Fixed Address and Baker Boy, she attracted Pitjantjatjara singer Frank Yamma (Image 2), Yorta Yorta singer/songwriter Benny Walker, the Central Desert Docker River Band, and Jessie Lloyd’s nostalgic Mission Songs Project. These stellar acts were joined by Wallaga Lake performers Robbie Bundle, Warren Foster, and Alison Walker as well as Nathan Lygon (Eden), Chelsy Atkins (Pambula), Gabadoo (Bermagui), and Drifting Doolgahls (Nowra). Stage presentations were technologically transformed by the live broadcast of acts on large screens surrounding the platforms. Image 2: Singer-Songwriter Frank Yamma Performs at Giiyong Festival 2018. Image Credit: David Rogers for South East Arts, Reproduction Courtesy of South East Arts.Giiyong Music and Dance Music and dance form the staple components of Indigenous festivals: a reflection on the cultural strength of ancient ceremony. Hundreds of Yuin-Monaro people once attended great corroborees on Mumbulla Mountain (Horton 1235), and oral history recorded by Janet Mathews evidences ceremonies at Fishy Flats, Eden, in the 1850s. Today’s highly regarded community musicians and dancers perform the social arrangements of direct communication, sometimes including their children on stage as apprentices. But artists are still negotiating the power structures through which they experience belonging and detachment in the representation of their musical identity.Youth gain positive identities from participating alongside national headline acts—a form of learning that propels talented individuals into performing careers. The One Mob Dreaming Choir of Koori students from three local schools were a popular feature (Image 3), as were Eden Marine student soloists Nikai Stewart, and Nikea Brooks. Grow the Music in particular has enabled these youngsters to exhibit the roots of their culture in a deep and touching way that contributes to their life-long learning and development. Image 3: The One Mob Dreaming Choir, Directed by Corinne Gibbons (L) and Chelsy Atkins (R). Image Credit: David Rogers for South East Arts, Reproduction Courtesy of South East Arts. Brydie-Leigh Bartleet describes how discourses of pride emerge when Indigenous Australian youth participate in hip-hop. At the Giiyong Festival the relationship between musical expression, cultural representation, and political positioning shone through the songs of Baker Boy and Gabadoo (Image 4). Channelling emotions into song, they led young audiences to engage with contemporary themes of Indigeneity. The drones launched above the carpark established a numerical figure close on 6,000 attendees, a third of whom were Indigenous. Extra teenagers arrived in time for Baker Boy’s evening performance (Williams), revealing the typical youthful audience composition associated with the hip-hop craze (Image 5).Image 4: Bermagui Resident Gabadoo Performs Hip-Hop at the Giiyong Festival. Image Credit: David Rogers for South East Arts, Reproduced Courtesy South East Arts.Image 5: A Youthful Audience Enjoys Baker Boy’s Giiyong Festival Performance. Image Credit: David Rogers for South East Arts, Reproduced Courtesy South East Arts.Wallaga Lake’s traditional Gulaga Dancers were joined by Bermagui’s Gadhu Dancers, Eden’s Duurunu Miru Dancers, and Narooma’s Djaadjawan Dancers. Sharon Mason founded Djaadjawan Dancers in 2015. Their cultural practice connects to the environment and Mingagia (Mother Earth). At their festival tent, dancers explained how they gather natural resources from Walbanja Country to hand-make traditional dance outfits, accessories, and craft. They collect nuts, seeds, and bark from the bush, body paint from ancient ochre pits, shells from beaches, and bird feathers from fresh roadkill. Duurunu Miru dancer/didjeriduist Nathan Lygon elaborates on the functions of the Far South East Coast dance performance tradition:Dance provides us with a platform, an opportunity to share our stories, our culture, and our way of being. It demonstrates a beautiful positivity—a feeling of connection, celebration, and inclusion. The community needs it. And our young people need a ‘space’ in which they can grow into the knowledge and practices of their culture. The festival also helped the wider community to learn more about these dimensions. (n.p.)While music and dance were at the heart of the festival, other traditional skills were included, for example the exhibitions mounted inside the Keeping Place featured a large number of visual artists. Traditional bush cooking took place near Lake Pambula, and yarn-ups, poetry, and readings were featured throughout the day. Cultural demonstrations in the Bunaan Ring (the Yuin name for a corroboree circle) included ‘Gum Leaf Playing.’ Robin Ryan explained how the Yuin’s use of cultural elements to entertain settlers (Cameron 79) led to the formation of the Wallaga Lake Gum Leaf Band. As the local custodian of this unique musical practice, Uncle Ossie performed items and conducted a workshop for numerous adults and children. Festival Feedback and Future PlanningThe Giiyong Festival gained huge Indigenous cultural capital. Feedback gleaned from artists, sponsors, supporters, volunteers, and audiences reflected on how—from the moment the day began—the spirit of so many performers and consumers gathered in one place took over. The festival’s success depended on its reception, for as Myers suggests: “It is the audience who create the response to performance and if the right chemistry is achieved the performers react and excel in their presentation” (59). The Bega District News, of 24 September 2018, described the “incredibly beautiful event” (n.p.), while Simpson enthused to the authors:I believe that the amount of people who came through the gates to attend the Giiyong Festival was a testament to the wider need and want for Aboriginal culture. Having almost double the population of Eden attend also highlights that this event was long overdue. (n.p.)Williams reported that the whole festival was “a giant exercise in the breaking down of walls. Some signed contracts for the first time, and all met their contracts professionally. National artists Baker Boy and No Fixed Address now keep in touch with us regularly” (Williams). Williams also expressed her delight that local artists are performing further afield this year, and that an awareness, recognition, and economic impact has been created for Jigamy, the Giiyong Festival, and Eden respectively:We believe that not only celebrating, but elevating these artists and Aboriginal culture, is one of the most important things South East Arts can do for the overall arts sector in the region. This work benefits artists, the economy and cultural tourism of the region. Most importantly it feeds our collective spirit, educates us, and creates a much richer place to live. (Giiyong Festival Report 1)Howarth received 150 responses to her post-event survey. All respondents felt welcome, included, and willing to attend another festival. One commented, “not even one piece of rubbish on the ground.” Vanessa Milton, ABC Open Producer for South East NSW, wrote: “Down to the tiniest detail it was so obvious that you understood the community, the audience, the performers and how to bring everyone together. What a coup to pull off this event, and what a gift to our region” (Giiyong Festival Report 4).The total running cost for the event was $257,533, including $209,606 in government grants from local, state, and federal agencies. Major donor Create NSW Regional Partnerships funded over $100,000, and State Aboriginal Affairs gave $6,000. Key corporate sponsors included Bendigo Bank, Snowy Hydro and Waterway Constructions, Local Land Services Bega, and the Eden Fisherman’s Club. Funding covered artists’ fees, staging, the hiring of toilets, and multiple generators, including delivery costs. South East Arts were satisfied with the funding amount: each time a new donation arrived they were able to invite more performers (Giiyong Festival Report 2; Gray; Williams). South East Arts now need to prove they have the leadership capacity, financial self-sufficiency, and material resources to produce another festival. They are planning 2020 will be similar to 2018, provided Twofold Aboriginal Corporation can provide extra support. Since South East Arts exists to service a wider area of NSW, they envisage that by 2024, they would hand over the festival to Twofold Aboriginal Corporation (Gray; Williams). Forthcoming festivals will not rotate around other venues because the Giiyong concept was developed Indigenously at Jigamy, and “Jigamy has the vibe” (Williams). Uncle Ossie insists that the Yuin-Monaro feel comfortable being connected to Country that once had a traditional campsite on the east side. Evaluation and ConclusionAlthough ostensibly intended for entertainment, large Aboriginal festivals significantly benefit the educational, political, and socio-economic landscape of contemporary Indigenous life. The cultural outpourings and dissemination of knowledges at the 2018 Giiyong Festival testified to the resilience of the Yuin-Monaro people. In contributing to the processes of Reconciliation and Recognition, the event privileged the performing arts as a peaceful—yet powerful truth-telling means—for dealing with the state. Performers representing the cultures of far-flung ancestral lands contributed to the reimagining of a First Nations people’s map representing hundreds of 'Countries.’It would be beneficial for the Far South East region to perpetuate the Giiyong Festival. It energised all those involved. But it took years of preparation and a vast network of cooperating people to create the feeling which made the 2018 festival unique. Uncle Ossie now sees aspects of the old sharing culture of his people springing back to life to mould the quality of life for families. Furthermore, the popular arts cultures are enhancing the quality of life for Eden youth. As the cross-sector efforts of stakeholders and volunteers so amply proved, a family-friendly, drug and alcohol-free event of the magnitude of the Giiyong Festival injects new growth into an Aboriginal arts industry designed for the future creative landscape of the whole South East region. AcknowledgementsMany thanks to Andrew Gray and Jasmin Williams for supplying a copy of the 2018 Giiyong Festival Report. We appreciated prompt responses to queries from Jasmin Williams, and from our editor Rachel Franks. We are humbly indebted to our two reviewers for their expert direction.ReferencesAustralian Government. Showcasing Creativity: Programming and Presenting First Nations Performing Arts. Australia Council for the Arts Report, 8 Mar. 2017. 20 May 2019 <https://tnn.org.au/2017/03/showcasing-creativity-programming-and-presenting-first-nations-performing-arts-australia-council/>.Bartleet, Brydie-Leigh. “‘Pride in Self, Pride in Community, Pride in Culture’: The Role of Stylin’ Up in Fostering Indigenous Community and Identity.” The Festivalization of Culture. Eds. Andy Bennett, Jodie Taylor, and Ian Woodward. New York: Routledge, 2014.Becker, Howard S. Art Worlds. 25th anniversary edition. Berkeley: U of California P, 2008.Brown, Bill. “The Monaroo Bubberer [Bobberer] Gudu Keeping Place: A Symbol of Aboriginal Self-determination.” ABC South East NSW, 9 Jul. 2015. 20 May 2019 <http://www.abc.net.au/local/photos/2015/07/09/4270480.htm>.Cameron, Stuart. "An Investigation of the History of the Aborigines of the Far South Coast of NSW in the 19th Century." PhD Thesis. Canberra: Australian National U, 1987. Desert Pea Media. The Black Ducks “People of the Mountains and the Sea.” <https://www.youtube.com/watch?v=8fbJNHAdbkg>.“Festival Fanfare.” Eden Magnet 28 June 2018. 1 Mar. 2019 <edenmagnet.com.au>.Gibson, Chris, and John Connell. Music Festivals and Regional Development in Australia. Aldershot: Ashgate, 2012.Gray, Andrew. Personal Communication, 28 Mar. 2019.Henry, Rosita. “Festivals.” The Oxford Companion to Aboriginal Art and Culture. Eds. Syvia Kleinert and Margot Neale. South Melbourne: Oxford UP, 586–87.Horton, David R. “Yuin.” Encyclopaedia of Aboriginal Australia. Ed. David R. Horton. Canberra: Aboriginal Studies Press, 1994.———. Aboriginal Australia Wall Map Compiled by David Horton. Aboriginal Studies Press, 1996.Lygon, Nathan. Personal Communication, 20 May 2019.Mathews, Janet. Albert Thomas Mentions the Leaf Bands That Used to Play in the Old Days. Cassette recorded at Wreck Bay, NSW on 9 July 1964 for the Australian Institute of Aboriginal and Torres Strait Islanders (AIATSIS). LAA1013. McKnight, Albert. “Giiyong Festival the First of Its Kind in Yuin Nation.” Bega District News 17 Sep. 2018. 1 Mar. 2019 <https://www.begadistrictnews.com.au/story/5649214/giiyong-festival-the-first-of-its-kind-in-yuin-nation/?cs=7523#slide=2>. ———. “Giiyong Festival Celebrates Diverse, Enduring Cultures.” Bega District News 24 Sep. 2018. 1 Mar. 2019 <https://www.begadistrictnews.com.au/story/5662590/giiyong-festival-celebrates-diverse-enduring-cultures-photos-videos/>.Myers, Doug. “The Fifth Festival of Pacific Arts.” Australian Aboriginal Studies 1 (1989): 59–62.Simpson, Alison. Personal Communication, 9 Apr. 2019.Slater, Lisa. “Sovereign Bodies: Australian Indigenous Cultural Festivals and Flourishing Lifeworlds.” The Festivalization of Culture. Eds. Andy Bennett, Jodie Taylor, and Ian Woodward. London: Ashgate, 2014. 131–46.South East Arts. "Giiyong Festival Report." Bega: South East Arts, 2018.———. Giiyong Grow the Music. Poster for Event Produced on Saturday, 28 Oct. 2017. Bega: South East Arts, 2017.Williams, Jasmin. Personal Communication, 28 Mar. 2019.Young, Michael, with Ellen, and Debbie Mundy. The Aboriginal People of the Monaro: A Documentary History. Sydney: NSW National Parks and Wildlife Service, 2000.

Introduction Despite the emphasis on the theoretical definitions of the concept of “creativity“ and its impact on cities, it is still uncertain, difficult to measure and limited. Creativity and its impacts are difficult to generalise because of the multiplicity of approaches and a lack of comparative analysis. The concept of creativity and its reflection on cities represents a paradigm that brings together academics from different fields, including cultural economists, those working on economic development and innovation, sociologists, economic geographers, and urban planners. The creative economy has been associated with the knowledge economy and innovation since its onset in the 2000s and extends to the creative industries (Caves), the creative class (Florida), and creative cities (Landry; Florida et al.). Given that the term "creative" is still primarily associated with the arts and sciences, Landry points out that two major issues shape our understanding of creativity: first, the power of thoughts and ideas in shaping our mindset, and second, the significance of culture as a creative resource (Landry). Creativity is generally accepted as a critical urban phenomenon, and is viewed as one of the determining factors in the development and growth of cities. For a city to be defined as ‘creative’, it would be characterised by many aspects of ‘cultural cities’ (Scott) and ‘cities of knowledge’ (Yigitcanlar et al.). Creative industries, which provide the foundation for the production of culture and creative products, require a unique environment supported by the public sector to flourish, and they thrive on proximity and strong networks that enable information sharing and exchange. Although accepted as a crucial element of contemporary cities, the use of ‘creativity’ in city development may not be a straightforward task. Globalisation plays an important role in spotlighting creative cities as drivers of global change and innovation. The emphasis on creativity as part of the global city culture incentivises cities to focus on these activities as valuable assets. This view has been reinforced by global initiatives such as the designation of the European Capital of Culture (ECoC). City administrators view innovation and creativity as critical drivers for a more sustainable and inclusive means of urban development. This article lays out how drivers of creative output, design events, and creative industries contribute to local initiatives in the global city of Istanbul: a city that accommodates some of the most long-standing and established craft spaces as well as newly developing creative and design industries. This article provides a critical perspective on cultural frameworks from the perspective of local stakeholders and networks in Istanbul's Tomtom neighbourhood, the most invested district in terms of the city's cultural future, where creative industries are the main focus. Using the Creative Cities Network as a Creative City Identity The creative city concept is used by urban sociologists, geographers, urban planners, and economists to focus on developing a segment of society that is intertwined with the cultural and creative sphere. It represents a crucial and strategic industry for renewing the local economy and sustaining urban growth. Moreover, it has become a robust development paradigm adopted by many urban governments (d’Ovidio). The creative city, according to Costa, is a notion defined by three key elements. The first is the concept of creativity as a toolset for urban development; the second is the concept of the creative city as a collection of creative activities and businesses; the third promotes the concept of the creative city as a human resource capable of attracting creative competencies (Costa et al.). Successful creative cities have some common points, such as visionary individuals, creative organisations, physical and social assets, and a political culture that shares a clear purpose. Leadership was found in the public, private, and non-profit sectors, and it manifested itself in bold public efforts, frequently risky investments, and a web of interrelated undertakings, whether for profit or the common good (Landry). International recognition provides a building ground for attracting attention to local initiatives. UNESCO created the Creative Cities Network (UCCN) in 2004. It was conceived from the very beginning as an interactive process to bridge the possible isolation of cities and their inhabitants as a tool for multi-stakeholder collaboration. In other words, it was a relevant response, analysed in a comprehensive overview of the literature on the problem of urban branding. However, it gradually became clear that a kind of network structure alone was insufficient to combat fragmentation (Rosi). The network's purpose is to foster international cooperation among the selected cities in order to promote "joint development partnerships in line with UNESCO's worldwide priorities of "culture and development" and "sustainable development". A city's participation in the network allows it to communicate with other designated foreign metropoles and to carry out joint projects (Stocker). The 2007 global financial crisis and the ensuing recession led to movements that responded to the commodification of urban public space through applied, community-based activities and independent cultural production. This has resulted in new paths for reorienting the creative city strategy around the concept of "making" (Grodach). Scholars have linked creative placemaking to a long history of arts-based economic growth dating back to the late nineteenth-century City Beautiful movement. However, the reification of "creative placemaking" as a discursive practice guided and enforced by government agencies, funders, and other institutions elevates it above previous forms of arts-based economic development or cultural planning (Zitcer). It seeks to go beyond purely economic motivations and pursue multidimensional outcomes ranging from the economic to bringing "diverse people together to celebrate, inspire and be inspired" (Grodach). Place-selling, or communicating certain features of a place through logos, slogans, advertising campaigns, or public relations exercises, is one of the most prevalent actions carried out under the broad umbrella of place-making and marketing. Physical interventions and communication tactics that pick specific components of local 'identity', 'history', and 'culture' can be used to produce this "forging of associations" between places, their attributes, and specific target audiences (Colomb). This new outlook reflects Landry's emphasis on creative collaboration, but the impetus is on cross-agency partnerships and new funding sources for design and art that foster ‘creative’ cities. Placing Istanbul on the Cultural Map If the world was only one country, Istanbul would be its capital. — Napoleon Bonaparte Istanbul is one of the world's largest metropoles, with approximately 15 million inhabitants. It has served as a crossroads for civilisations, cultures, and international trade throughout its history, leaving behind a multi-layered cultural legacy that inspires new design concepts and is a rich source for traditional arts and crafts. The robust creative economy in Istanbul employs 140,000 people and generates 74.5 percent of Turkey's turnover. As a design hub, Istanbul hosts over 20 globally famous design events each year, including the Istanbul Design Biennial, Design Week Turkey, and Fashion Week Istanbul. In 2016 there were 41 conference centres and 225 art galleries in the city. In the same year, Istanbul's cultural institutions hosted 4,315 events, including international film, music, and theatre festivals, as well as art and design biennials. Events such as Contemporary Istanbul have been important in establishing a network of non-governmental organisations that have also been instrumental in the 2010 designation as the European Capital of Culture (ECoC) and membership in the UNESCO Creative Cities Network (UCCN). It has also served three times as United Cities and Local Governments (UCLG) leader. For previous ECoC cities, national or local governments had nominated their cities for the ECoC program, but in Istanbul non-governmental organisations spearheaded and managed the nomination process (Öner). This has lead to a slow and stunted start for the programs which were greatly diminished due to the difficulties in securing the required funding. ​​After becoming an ECoC in 2010, Istanbul joined the UNESCO Creative Cities Network in 2017, joining 246 cities worldwide. UNESCO defines Istanbul as “a geography where craft and craftsmanship have emerged in many different ways in the historical and cultural codes of creative production and everyday life” (UCCN About Us). Because of its cultural heritage, Istanbul can be considered an inspiration for the design sector and promotes its productive capacity. Due to Istanbul’s geographically unique position, there are significant opportunities, experiences, and potentials to reveal new scenarios to promoting a productive future by enhancing innovative approaches for contemporary design. Participating in the UCCN undoubtedly has significant benefits for Istanbul. First of all, it has the opportunity to share its knowledge experience with other cities in the network, and it can have the opportunity to promote its work through networking events organised regularly within Design Cities. In Istanbul, which is the locomotive of the Turkish economy, the vision of the 2014-2023 Regional Plan, prepared by the Istanbul Development Agency, identifies the city as "a city of innovation and culture with its creative and free people; unique Istanbul". Moreover, one of the three essential components of this vision is "a high added value, innovative and creative economy with a voice in the global economy" (ISTKA). This component reveals the importance of innovation and creativity-oriented growth in Istanbul for the gains created in the economic field to bring social development and realise holistic development. Although these frameworks have provided a strong ‘creative’ identity to the city, the lack of specific programs and funding opportunities for ‘creative industries’ that fall under these headings have not allowed these initiatives to be felt at the local scale. Fig. 1: Location of Beyoğlu district. In this article we chose Beyoğlu (fig. 1) as the local case study, due to the existence of cultural/creative industries since the nineteenth century. When we look at previous periods, there were times when Beyoğlu fell out of favour, and different segments gave up coming to Beyoğlu for various reasons. However, Beyoğlu has always recovered and regained its identity as a historical, touristic, and cultural centre (Türkün). Beyoğlu has been the scene of social and spatial changes. Especially a rapid renewal process has been in process since the 1980s. As a result most of the buildings were restored, leading to wide-scale gentrification, and many new buildings were built throughout Istiklal Street, its main avenue. The roads on both sides of the pedestrian street are filled with cafes, art galleries, bookstores, and antique shops, making Beyoğlu a 'Turkish SoHo' (Gül). A Critical Perspective from Tomtom Neighbourhood Tomtom is one of the 45 neighbourhoods of the Beyoğlu district with a historic identity and cultural richness (fig. 2). It has hosted many diplomatic institutions and historical buildings such as the Venetian Palace, the French Palace, the Italian, Russian, Dutch, and French embassies, ​​and continues to house many consulates and foreign schools (Akın). Because it is located in the centre of Galata, Çukurcuma, and Karaköy, since the beginning of the 2000s the Tomtom neighbourhood has become very attractive due to low rental prices in the transformation process in Beyoğlu. With the low-cost renovation practices, the creative class, which has a weak economic accumulation, and has a high artistic quality, has started to open their galleries in this district. In addition to this, cafés, boutique hotels, and entertainment venues opened in succession, and this class transformation attracted the attention of capital owners. The district had to face not only the danger of gentrification caused by this class migration but also the results of the Galataport project, a real estate capital initiative (Kütükoğlu). Fig. 2: Map of the Tomtom neighbourhood and its surroundings. A case study was conducted between September 2018 and August 2021 using secondary data, observation, and in-depth interviews to provide a critical perspective on cultural frameworks from the perspective of local stakeholders and networks in this neighbourhood. In the case study, in-depth interviews were conducted with 30 design studios and art galleries that have moved to Tomtom in the last decade. These interviews were held in three separate periods: the first was in September 2018, following the start of the Tomtom Designhood Project; the second in August 2019; and the last in June 2021. The Missing Ingredients As mentioned above, some criteria are required to be a booming creative city. As a result of the fieldwork carried out in the Tomtom neighbourhood, Istanbul's trajectory in becoming a creative city has been discussed under three headings: ownership and patronage, financial support, and resilience. The creative cluster in the Tomtom neighbourhood started as a neighbourhood revitalisation effort by a real estate investment firm to create a cultural hub in Istanbul, with the creation and promotion of an annual design event since 2017: Tomtom Designhood, inspired by similar events across Europe. However, this business approach did not suit the cultural businesses moving into the neighbourhood. Relying on the market alone and expecting up-and-coming cultural businesses to ‘invest’ in promoting their neighbourhood has not been a sustainable growth model for Tomtom. Interviews with firms in the area have demonstrated that social networks have been a more reliable means for attracting and maintaining design firms in the area. These networks appear to create a sense of belonging and identity, with a high level of personal investment, trust, and support as the foundation of relationships. The slow-paced relocation of businesses within close social networks has been more promising in establishing the cultural hub. The results show that the creative cluster grew slowly due to the lack of support by local authorities and the limited resources for the businesses relocating into the area. In recent years, multidisciplinary design events have been taking place in this new creative neighbourhood. Tomtom Designhood generally organises these events, some of them with the cooperation of the annual design event Contemporary Istanbul, and invites everyone to explore this creative neighbourhood with pop-up events, food and drink, and art and design exhibitions. In addition to design activities that recur periodically, there are also one-time events such as 'Back to Home', 'Tomtom Designwalks', and 'Portugal Is in Istanbul'. The main goal of these events is accessible art. Moreover, they aim to bring together art galleries, institutions, collectors, art students, and people of all ages who want to learn and know art better, especially young people and art professionals. These design events, which were put forward with the idea of "accessible art for everyone", have lacked patronage and backing from donors or government funding and thus had to be self-sustaining. Furthermore, the Tomtom events have been shifted to ‘money-making’ initiatives which further degraded their acceptance in the local neighbourhood. The design events and festivals in the neighbourhood are not directly connected with the creative community around the UCCN. The case study explores the effects of the large-scale design events on local dynamics and has also touched upon the effects of the Covid-19 pandemic, and reveals that the most critical factor in the creative industries' resilience in times of crisis has been support by public policies and advocates. The Covid-19 pandemic, which can be described as a global crisis, has affected the creative sectors at Tomtom and tested the resilience of the design firms in the area. Due to the lockdown measures, restrictions on international mobilities, and social distancing measures implemented in this process, some creative sectors could not continue their operations. There were no specific funding support systems for design professionals. Stating that the most significant potential of this area has been foreign tourists, the designers commented that their work has come to a standstill due to the complete stoppage of the tourist flow during the pandemic. On the other hand, it has been determined that some designers explored new business forms by developing new skills, not affected by the pandemic or relatively less affected. In addition, designers who sell products that appeal to higher-income groups also stated that they have not been economically affected by this process. ‘The City of Design’ title was expected to bring some visible changes to Istanbul, especially in an emerging creative neighbourhood like Tomtom, and even in the entire Beyoğlu district. However, unfortunately, it is not possible to see the effects of these even in a crucial creative neighbourhood like Tomtom. A positive step was taken at the last point of the whole place branding process, and Tomtom was included in the "Beyoğlu Culture Road" project carried out by the Ministry of Culture and Tourism in June 2022 (fig. 3). In this project, which is defined as "the branding project that transfers the cultural heritage of a city to future generations", many paid and free design events were held for two weeks in crucial creative and touristic areas such as Galataport, Atatürk Cultural Center, and French Street, with the participation of many national and international designers and artists. Many people had the opportunity to get to know Tomtom as a design neighbourhood, thanks to various concerts, workshops, festivals, design product exhibitions, and food and beverage areas held during this event for two weeks. Fig. 3: Posters for the Tomtom Designhood event in 2018 (left) and 2022 (right). (Source: Tomtom Designhood.) From Istanbul's perspective, the reciprocal relationship between creativity and Istanbul results in more creative industries, strengthening Istanbul's position in the global network. This study proves that a successful cultural policy needs to include financial support and local government cooperation for a more sustainable strategy. From an urban policy perspective, social networks seem a crucial player for a better and more sustainable support system that provides answers to the needs of the creative industries. It is hoped that the results of this study will provide new perspectives on understanding the importance of the collaboration of private, public, and civil society actors in order to strengthen cultural industries in creative cities and promote the diversity of cultural expressions. In Tomtom, as Colomb argued and authors focussed on place-making and branding have argued, specific local culture, history, identity, and aesthetics are picked, sanitised, commodified, and promoted to be consumed by target groups such as tourists or high-income locals as part of the place-making process. However, in this local neighbourhood, this process can negatively affect the spaces and social groups involved, particularly with gentrification pressure from its surrounding neighbourhoods, resulting in a loss of authenticity or outright displacement in the future. Acknowledgment The research was undertaken, in part, thanks to funding from the TUBITAK 2214-A International Research Scholarship Program. Sources Maps in fig. 1 and fig. 2 were developed by the authors using mapstyle.withgoogle.com. Posters in fig. 3 are from Tomtom Designhood: https://www.facebook.com/Tomtom-Designhood-363369284116558/. References Akın, Nur. 19. yüzyılın ikinci yarısında Galata ve Pera. No. 24. Literatur, 1998. Caves, Richard E. Creative Industries: Contracts between Art and Commerce. Harvard UP, 2000. Colomb, Claire. Staging the New Berlin: Place Marketing and the Politics of Urban Reinvention Post-1989. Routledge, 2013. D'Ovidio, Marianna. The Creative City Does Not Exist: Critical Essays on the Creative and Cultural Economy of Cities. Ledizioni, 2016. Florida, Richard. The Rise of the Creative Class. Basic Books, 2019. Florida, Richard, Tim Gulden, and Charlotta Mellander. "The Rise of the Mega-Region." Cambridge Journal of Regions, Economy and Society 1.3 (2008): 459-476. Grodach, Carl. "Urban Cultural Policy and Creative City Making." Cities 68 (2017): 82-91. Gül, Murat, Trevor Howells, and Aras Neftci. Istanbul Architecture. Watermark Press, 2013. ISTKA. 2014-2023 İstanbul Regional Plan. 10 Feb. 2022 <http://www.istka.org.tr/>. Kütükoğlu, İlker. Mimarlık ve Seçkinleştirme: Cihangir Örneği. Diss. Fen Bilimleri Enstitüsü, 2006. Landry, Charles. The Creative City: A Toolkit for Urban Innovators. Routledge, 2012. Martí-Costa, Marc, and Marc Pradel I. Miquel. "The Knowledge City against Urban Creativity? Artists’ Workshops and Urban Regeneration in Barcelona." European Urban and Regional Studies 19.1 (2012): 92-108. Öner, Oğuz. "Istanbul 2010 European Capital of Culture: Towards a Participatory Culture?" Orienting Istanbul. Routledge, 2010. 283-294. Rosi, Mauro. "Branding or Sharing? The Dialectics of Labeling and Cooperation in the UNESCO Creative Cities Network." City, Culture and Society 5.2 (2014): 107-110. Scott, Allen J. "The Cultural Economy of Cities." International Journal of Urban and Regional Research 21.2 (1997): 323-339. Stocker, Karl. "The Power of Design." A Journey through the 11 UNESCO Cities of Design. 2013. Türkün, Asuman. “Arafta Bir Beyoğlu: Tarihsel Kesitleriyle Bir Semt Yıllar İçinde Değişimler” 5 Apr. 2022 <https://www.araftabirbeyoglu.com/tr/>. UCCN. “About Us.” 2 Feb. 2022 <http://en.unesco.org/creative-cities/content/about-us>. UCCN. “UNESCO Creative Cities Network for Sustainable Development.” 2 Feb. 2022 <https://unesdoc.unesco.org/ark:/48223/pf0000375210>. Yigitcanlar, Tan, Koray Velibeyoglu, and Cristina Martinez‐Fernandez. "Rising Knowledge Cities: The Role of Urban Knowledge Precincts." Journal of Knowledge Management (2008). Zitcer, Andrew. "Making Up Creative Placemaking." Journal of Planning Education and Research 40.3 (2020): 278-288.