Project Overview

For a new year coming, Tet 2012, we would like to organize a voluntary trip to K’rông Pa, a small village in the Central Highlands province of Gia Lai. We want to try and make a difference to this community (especially for children) in a variety of ways over a 2-3 day trip. Villages like K’rông Pa are often forgotten in popular society and rarely receive voluntary aid; and the local people have a very poor living condition at the moment. We are looking to raise funds to help us make a positive impact in K’rông Pa, hopefully leading to continued efforts in similar communities in the future.

There will be 3 main aspects to the trip:

• Gift and everyday necessities donation
• Organisation of traditional games of Tet for children
• Personal Hygiene guidance     

Gifts: We would like to give presents to the local children in celebration of Tết. Ideally we are looking for direct donations of everyday necessities such as food, blankets, clothes, in particular socks and underwear, as well as important items like new mosquito nets and any other items you may feel are relevant to the living conditions. We understand this is not always possible and will also look to raise funds in order to purchase gifts ourselves. Everything will be spread out equally and we hope for every child to receive the same or similar gifts which emphasizes the importance of these donations. This is a great chance to enhance the living standards of these children but also the families who may be too poor to afford these crucial items.

Activities and Games: With 2 or 3 days in Buon Phum, we plan to arrange many activities for the children especially but we would like to involve as many people as possible. We will play traditional Tết games and arrange performances by the VPV volunteers involved in the project and stories around the fire etc. The most special event will be the making of ‘Bánh Chưng’. It is perhaps the most famous food associated with Tết, It is a rice cake with a square shape to represent the earth. The outer layer wraps in green banana leaves. In the middle is pork meat and mung bean to represent animals and plants on earth. It’s a special tradition and will be lots of fun for everyone involved. This will also be a great opportunity for volunteers and local people to share both experiences of living in such contrasting environments and also local customs that either group of people may find interesting.

Personal Hygiene Guidance: Perhaps the most important aspect of the trip will be a Personal Hygiene guidance for villagers to learn more about improving their cleanliness and personal health. It is so important as we hope to develop simple but crucial life skills that will benefit the children especially in later life. If we can get them to understand the significance of brushing your teeth or the most effective way to keep warm in the cooler mountain weather they will be able to avoid simple but devastating health problems that can arise as they get older. As part of the guidance we would like to offer free toiletries, like toothbrushes and toothpaste, soap, toilet paper and other important accessories in hygiene. We need to raise funds in order to create pamphlets that can be distributed amongst locals as well as the amenities mentioned earlier to give out so that we can put the message into practical use for the foreseeable future.

Resources – Available and Required

Available:

• VPV Staff
• Local Volunteers

Needed:

As a non-profit organization it is difficult to arrange a project like this which is unrelated to everyday work and provide sufficient funds from within the organization. The fundraising efforts break down into two main areas:

Donations either in actual physical objects, gifts or items for workshop or funds which can be used by VPV to purchase these items. Donors will be made aware of the use of their contributions.

1. Transportation costs: – there will be around 20 – 30 volunteers taking part in the project. Most are students and will have difficulty in covering transportation costs. The maximum will be 30 and the price per person is estimated around 500,000VND per person. The target transport budget will be 15m VND which will cover the maximum number of volunteers but if we do not reach capacity can be used in the same way as funds donated towards the gift giving or workshop.
2. Ways of donation: directly at VPV office (88/1B Đào Duy Anh, ward 9, Phu Nhuan district, HCMC) from Monday to Saturday (7:00 am – 9:00 pm) (for local volunteers)
3. Through Western Union Service / Transfer from Visa card / Pay pal /….. (for international volunteers)

Information of person in charge of fund raising and received your support:

Name: Don Hong Minh

Phone number: +84(915 767 897)

Email: saigon@vpv.vn

ID card number: 111583231

ID card day of issue: Jan 10^th 2011

Bank Account: 102 2526 9503 017

SWIFT: VTCB VN VX       

Any amount of donation will be highly appreciated (5usd, 10usd,…)

VPV is a trustable organization I volunteered for in 2010. I donated money for this project two years ago and wrote in a blog post about this annual initiative of bringing food to children in the Highlands of Vietnam for Tet. If you feel like making someone happy, it is a good cause. These children live in real poverty, and your presents will brighten their lives!

I agree with the author that openness and incrementalism may not be enough to create good quality content. “Wikipedia must reconcile their vision with the inescapable social reality of irritating personalities, philosophical difference and external threats”. He notes that “goodwill is not always necessary to Wikipedia’s production”.

Clay Shirky said: “Wikipedia is the product not of collectivism but of unending argumentation; the corpus grows not from harmonious thought but from constant scrutiny and emendation”.

Einbinder writes in the introduction to his critique, “since encyclopedia is a mirror of contemporary learning, it offers a valuable opportunity to examine prevailing attitudes and beliefs in a variety of fields.” Indeed, problems both in community’s culture and its content are a representation of our society.

“Thomas Mann, a librarian, argues we would be better … (know of) the pathologies that infect social organisms (ex. short-sightedness, selfishness, and ignorance are constant factors in human life), rather than celebrating the unproven presumption that technology can cure all. Wikipedia is said to favor mediocrity over expertise”.

It goes even further with this caricature: “fanatical mob producing Wikipedia exhibits little wisdom and is more like a Maoist cult of monkeys banging away on the keyboards and thumb pads of their gadgets, disturbing the noble repose of scholars and displacing high-quality content from the market place”.

I would say that any criticism should be constructive. I have no doubt that technology is capable of curing a lot of social problems; it just needs to be redesigned so that people cultivate their best qualities while using it.

Ideally, contributors should become more tolerant and compassionate in the process of collaboration. Today Wikipedia volunteers are restricted to behave with civility, but do they truly feel compassion to those with opposing views? Surely, they have a sense of purpose and connection to others, but at times Wikipedia becomes a vanity project for those proving their personal significance at the expense of others.

Georg von Krogh, in his article on “Care in knowledge creation”, identifies five dimensions relevant to the successful creation of knowledge within a community: mutual trust, active empathy, access to help, lenience in judgment, and courage. Benkler and Nissenbaum argue that “commons-based peer-production” entails virtues that are both self-regarding” (ex. autonomy, independence, creativity) and ”other-regarding” (ex. generosity, altruism, camaraderie, cooperation, and civic virtue).

The author says that “the central concern seems to be how we can conceive of our humanity in working together and its implications”. His definition of good faith is “assuming the best of others, striving for patience, civility, and humor”, and Wikipedia is trying to act with it.

From 2004 Letter from the Founder: “None of us is perfect in these matters; such is the human condition. But each of us can try every day, in our editing, in our mailing posts, in our irc chats, and in our private emails, to reach for a higher standard than the Internet usually encourages, a standard of rational benevolence and love”.

Personally, I think that Wikipedia is a great invention and a great resource, but it is just the beginning of an even better model of gathering knowledge and resolving misunderstandings and conflicts. Let’s call it 1.0 version where people work together towards one great goal. It is a good start. Next version would align personal goals of the members with community’s goals, and help them rediscover and develop themselves in the process of compassionate creation.

Re-posted from The Ultimate Answer

First, there are actual Wikipedia pages and edits to them, as well as the meta pages documenting the policies and norms of Wikipedia itself. Second there is the talk/discussion page associated with each article. Third, there are mailing lists on which most abstract and difficult issues are often discussed. There are Wikipedia Signpost and Wikizine newsletter, other community forums such as popular “Village Pump”, and various Wikipedia related blogs, aggregators and podcasts. Fifth and finally, there are physical spaces in which some community members interact.

But mainly, Wikipedia is a snapshot of the community’s continuing conversation. Wikipedia culture encourages contributors to treat and think of others well, hence the name of the book. There are awards for best contributors like a “barnstar” (image placed on another’s user page to recognize merit). These awards are part of the Kindness Campaign and are meant to promote civility and WikiLove. There are more than 200 laws/norms by which Wikipedia contributors abide, including the guidelines of “Assume Good Faith” (AGF), “Please Do Not Bite the Newcomers” and “Neutral Point of View”.

This idea could be traced back to the beginning of the twentieth century, in particular Paul Otlet’s Universal Repertory and H.G. Wells’s proposal for a World Brain. Wells proposed the reference work compilers would be joined by world scholars and international technocrats to produce a resource that every student might easily access, in a personal, inexpensive, and portable format. This collection of the world’s intellect was envisioned to yield a greater sense of unity: wells hoped that such an encyclopedia could solve the “jig-saw puzzle” of global problems by bringing all the “mental wealth of our world into something like a common understanding”; this would be more than an education al resource, it would be an institution of global mediation.

As Wells said, “Without a World Encyclopedia to hold men’s minds together in a common interpretation of reality, there is no hope whatever of anything but an accidental and transitory alleviation to any of our world troubles.” I completely agree with the way Wells stated the problem. Additionally I question the transitory life cycle of one person’s knowledge. That knowledge must be reused even if the person is gone, as he/she may have insight into some solutions that are not easily generated, but the mankind desperately needs them.

One of the topics discussed in the book is who can really contribute. In Wikipedia’s predecessor Nupedia only educated and reasonable people were able to make final edits. Unfortunately, in my opinion, we often confuse formal school education and life experience, as one can be a PhD but uneducated in the matters of humanity. I am also not fond of the neutral point of view, as to be politically correct is not the same as being sincere and true. I would personally be more interested in hearing polar opinions to understand other people’s perspective and how they come to their conclusion.  Only when people know of completely opposite opinions on the same topic then can they start a conversation to reconcile their differences.  Having several versions of the most arguable topics is better than one bland version. Maybe views from the haters, the lovers and the neutrals.  People need to learn Dalai Lama’s realistic approach, value every person’s input and become compassionate. Only then we will be able to understand our humanity.

It seems to me that the primary goal of Wikipedia is compiling knowledge, while finding compassion is somehow secondary.

I agree about verifiability policy that “the threshold for inclusion in Wikipedia is verifiability, not truth”. If the material has already been published by a reliable source, not whether we think it is true. Even when it comes to voting, majority has more power over minority. Majority usually represents the most convenient opinion of the culture it represents. There should be international SMEs participating or at least rating the content in terms of trust ability. Otherwise there will always be an issue of quality due to the lack of expertise and diversity.

Here we come to another problem I see here – how globally disconnected are different language Wikipedia sites from each other. Language barrier is still present in the Wikipedia structure, which leads both to duplicated efforts (when the same articles are written separately in different languages) and the lack of content in one language when it truly exists in another language. It would add diversity if articles from different languages were swapped and became international. We would create a better version of reality if people of all nations worked on the content together, not separately. During search, there should be instant translation of all related content from other languages.

Finally, it feels that Wikipedia is not a hub of innovative views limited by its “no original content” norm, which means inclusion of referenced work only. Wikipedia is a repetition of what others said. Most importantly, it results in the loss of individuality and creativity both for their contributors and readers.

Today contributors appear to be simply compilers and hunters for good content. They are assemblers, not the creators. Everyone should be able to speak up and come up with new knowledge and solutions to the world problems. Only then will Wells’ statement become reality:  “Our world has complex and urgent problems that need to be addressed. We believe there are innovative ways for solving them together online.”

Re-posted from The Ultimate Answer

It is not superpowers but traits of character that need to be developed by means of avatars and immersion. People like to solve problems especially when they are virtual. By trying different choices we will learn what leads to pain and suffering and what to do in real life if similar circumstances occur. The player will develop understanding, resilience and compassion.

There should be every day scenarios for people, like getting laid off after working for the same company for many years, not having savings and not being able to find a job for a while… What does avatar do and experience? Or racial – one white guy has to live in all black community or one black guy in all Asian community, etc. or to participate in religious services of other religions…  Learn about other cultures and their customs adn traditions. Go live in a foreign country for a year with no local language skills and being illegal. Become a virtual refugee!

It is important to create problem and suffering simulation both for existing and future scenarios. The impact will be tremendous.

Imagine that virtual Alcoholic Anonymous game was translated to all languages and distributed around the world, how many people would stop drinking heavily? Will alcoholism rates go down and people become happier?

Imagine that all young people have access to video games that teach what to do in difficult situations. A teen becomes pregnant or tries drugs for the first time to impress someone, the person creates a habit and starts eating fast food every day and gets ill, someone becomes a soldier and goes to war, followed by PTSD, etc. 

Suddenly a computer virus sounds lame. You can be immortal if you create something that impacts people’s lives positively. See Steve Pavlina’s story Living Virtues below:

“After I reached adulthood and began seriously pondering the question of how to live, the first major stopping point was essentially where Aristotle left off. In my early and mid-20s, I spent a lot of time working on living virtuously. I saw living the best possible life as becoming a person of virtue: to live with honor, integrity, courage, compassion, etc. I listed out the virtues I wanted to attain and even set about inventing exercises to help myself develop them. Benjamin Franklin did something very similar, as I read in his autobiography, and each week he chose to focus on one particular virtue in order to develop his character.

Oddly, there was a particular computer game I absolutely fell in love with during this time — Ultima IV. To date I would have to say it is still my favorite game of all time. In this role-playing game you are the Avatar, a seeker of truth, and your goal is not to destroy some enemy but rather to attain what is called the Codex of Ultimate Wisdom. In order to achieve this goal, you must develop your character in the eight virtues. All of these virtues derive from the eight possible combinations of truth, love, and courage as follows:

Truth = Honesty
Love = Compassion
Courage = Valor
Truth + Love = Justice
Truth + Courage = Honor
Love + Courage = Sacrifice
Truth + Love + Courage = Spirituality
The absence of Truth, Love, and Courage is Pride, the opposite of which is Humility.

I found this system of virtues absolutely brilliant, especially coming from a game. Years later when I finally met Richard Garriott, designer of the Ultima series, at the Electronics Entertainment Expo (E3), I asked him how he came up with this system and how he ended up choosing these virtues. He told me it started with brainstorming a long list and noticing patterns in how the virtues related to each other.

As strange as it is that I got these insights from a game, I still think of living virtuously in much the same way today, where these eight virtues come about through the overlapping sets of truth, love, and courage. For the combination of all three virtues though, I feel that “integrity” is a better fit than “spirituality.” Ultima V went on to explore the opposite of these, the vices which can be derived from falsehood, hatred, and cowardice. Unfortunately I feel the Ultima series really went downhill since then and completely lost its soul — I would have loved to have seen the virtue idea taken even farther”.

Re-posted from The Ultimate Answer

Janus of Santa Cruz developed drug and alcohol treatment, which includes clinical assessment, goal setting, VR training and support. Digital registration, online wellness forms and presence questionnaire. They conducted a study with 35 adults, 8 weeks protocol, non-compliance and relapses happen. Participants had to play a game daily, which formed good rituals (habits) and relationships. 

Ivana Steigman, who formely worked at InWorld Solutions, told us about Thrive Research projects. In one research they had a sponsor (coach), clinician, basic assessment administrator, patient. They had reward contract and electronic forms. Link to thrive points, incentives – coffee, gas, grocery. There is a dashboard, where they had to check in daily – visual representation of where you are. The six domains of well-being: Physical, Social, Affective, Cognitive, Vocational, and Spiritual.

NeuroSim Lab makes use of virtual worlds to assess the ways in which the structure and function of the brain relate to specific psychological processes and overt behaviors.

Sim Coach, the goal is to create an experience that will motivate troops and their significant others to take the first step – to empower themselves with regard to their healthcare (e.g., psychological health and traumatic brain injury). There was a virtual agent, former US Army soldier,  who told his story about PTSD and encouraged audience to read some recommended reading and talk to someone about their traumatic experiences (he gave free numbers to call and suggested other resources). That was cool!

Virtually Better, treat a variety of anxiety disorders such as Panic Disorder, Social Anxiety Disorder, Posttraumatic Stress Disorder, and Specific Phobias.

There were other individuals and organizations working in that area (Patrick Bordnick, Virtual Patent lab, VRPsych Lab, etc.) and creating new technology to help patients overcome drug and substance abuse, Alzheimer’s, ADHD, etc. There are video chat rooms where you can see a bar and people tempt you to use alcohol but you learn to overcome urges in simulated environments. They modify level of urges to build your resilience.

My favorite was a virtual meeting for AA members. You as a member pick avatar and go to live sessions with other member’s avatars from different locations. You would then discuss your issues and do the same thing as you would do in a real meeting. What really works is the power of sharing and social support.

Read more about this session from Avatar-Based Recovery Using Immersive Virtual Environments article and another session from Innovative Technologies for Psychological Intervention, Consultation and Training article.

I also attended a session about Innovation and opportunities in mobile interventions for addictions, they were discussing various mobile apps. At the exhibition hall I saw a booth advertising Stress Tracker app, which is based in Needham, MA. Another session was about national tele centers providing psychological services to patients in remote areas by means of online CBTs and video conferencing. See another article about the UK approach.

It was mentioned that American psychologists are still hesitant to use Skype or Facetime out of fear to be completely replaced by technology. Les Posen from Australia told an incredible story about government support (subsidies) for depression-cure sites and tools and as a result hundreds of organizations had sprung across Australia: Beacon, e-couch, Mood gym, anxiety online, etc. They all deliver e-health services and strategy online.

Re-posted from The Ultimate Answer

Assessment of video game use. They were talking about Star Craft Game, and how it is popular to watch it in Korea. Spectators want to become players and win one day, even though their chances are pretty slim. We watched a video about thousands of spectators observing players of the game live in a big space which looked like a concert hall. People were rooting for their favorite players, eating and drinking. It looked crazy to me. Competitive video gaming is new to the US.

Is video gaming just for fun? The answer is no. For older adults games are used as therapeutic and learning tools. For example, insurance companies are developing video games to help reduce number of accidents per member. For children, some video games help improve pro-social skills, working memory, cognitive process speed. For people with disabilities, to learn and develop skills, example, read together and talk together. learningworksforkids.org, based in RI, suggests smarter playing curriculum. They use with children Say, Do, Review technique, so that children learn, practice and remember, they also take breaks between activities and do physical exercise. It’s called “play diet” that helps make video games digitally nutritious.

Video games are not intergenerational yet, but the goal is to help parents transfer their knowledge to children in interactive way.

Clinical use of video games – measures are still being developed, as there should be corrective index to adjust scores, not only self-report measures and interviews, etc. There is also a need for age appropriate measures, measures of stability, engagement, content (solitary, violent, competitive) and lists of side effects (unequal potential effects, consequences. etc).

Students spend too much time on games instead of studying. Impulse control is still hypothetical and can’t be observed or how it triggers behavioral addiction. Methodology is not efficient based on analogy. It is necessary to rate and analyze effects not only of new games but current games.

Virtual Reality (VR) is “a consciousness-noticing machine” and could be immersion(with goggles) and avatar-based. IBM plans to create avatars for every employee in 4 years, they will have new 3-D studio; it helps employees to better communicate. Avatar: “you are not a gadget”.

Examples of VR: flat public – Second life, flat secure – Inworld solutions, immersion public and immersion secure – Virtually Better.

Why VR is popular? It is an incarnation for some, virtual ability to be anything you want. So far there are ½ billion online game players. On average, 1 hour per game. Average age of the player is 10-15 y.o. In 2013 there will be 2 billion users. Online games help satisfy the need for human interaction. They also make changes in human behavior.

Re-posted from The Ultimate Answer

From one point of view, there are no problems, and hence, there is no suffering (as we create it in our own mind when reality is different from what we expect). From another point of view, problems like suffering are unavoidable and they go hand in hand with life. Hmm… If I had to, I would pick without hesitation the former one… There are of course different versions of the latter one, as to when you do find yourself with problems and suffering, what do you do then?

1. Build resilience by overcoming them
2. Don’t think about problems, but positive things
3. Take on more problems, bigger problems
4. Don’t get into suffering mode, just find a solution

I’m sure there are other approaches, that just escape me now…

I was so confused by trying to reconcile different perspectives on problems that I even searched on Google issue/problem diagram, chart, decision tree, etc… None were found.

How is it possible that some people say that there is no suffering. And others say that suffering will always be around unless we totally get rid of all desire. Complete controversy…

So what I decided to do is to develop a universal process flow with several approaches to Problem and Suffering Meaning that people can use as a decision tree for mind reaction, action, suffering, solution, internal peace and meaning.

It all starts when 1) something happens in reality and we decide whether we 2) accept it=no problem or  3) we don’t accept it=problem. The second decision is about how to react to the event. In case of a problem, we feel negatively but can choose to react differently:

4) Self-control and restrain ourselves from acting negatively, but 7) observe/look for solution.

5) Denial – when we (8) avoid the problem and pretend all is Ok; we try to suppress negative feelings, also could be called indecisive or passive approach.

6) Out of control or overreaction – when we act upon our negative feelings and 9) damage/hurt ourselves or others.

After we looked for solution there could be two results: 10) solution identified or 11) solution not identified (maybe there is no solution). When we ignore, there is no result in reality, but we are not true to ourselves as we pretend all is Ok, when it is not. In reality we can’t run from it forever, we will still have to face it at some point. And lastly, when we damage/hurt, there are two results in reality: 12) cost unpaid or 13) cost paid.

Cost means consequences of our action, ex. if you committed crime you’ll have to pay for it like going to jail, or if you broke something you will have to compensate for material damage, or if you hurt yourself by drinking heavily or doing drugs, the cost will be your deteriorated health or else. It is important to separate cost which is physical from mental suffering, which could be found in all three paths if chosen.

Please, remember that suffering could be of different degrees from smallest to highest: 14) resentment to self or others, pity to self or others or hatred to self or others. The point is that paid cost is enough, but thinking about what happened again and again is suffering. It is important to recognize that anyone can skip mental suffering and move into internal peace which will happen only if you 15) solve problem or 16) let go/forgive.

Now the most important column of this process flow is the meaning of problem/suffering. Even if you solved your problem and let go/forgive, you still may wonder what was the purpose of you going through it(ex. years in prison, drug addition, depression, abusive environment, etc.)? There could be three explanations:

17) Share/help other people deal with the same problem. As Dalai Lama said, compassion and suffering are closely linked, we will not understand compassion without suffering. We would not relate deeply to other people without understanding what suffering is and that it is universal.

18) Focus on solving other matters. If you are not finding a solution or can’t really do anything about your problem, switch your focus… If you can’t change it, why be unhappy? if there is no cure, what is the point of suffering? Choose to solve another problem, more problems… Direct your energy and apply yourself where you can make a difference.

19) Learn how to recognize/solve problems. You gain learning experience and resilience. Next time it happens to you or someone else you will know how not to react and what to do instead, because you went through this experience already.

Wisdom is when you learn to recognize the problem and not act upon it negatively or avoid it but wisely observe or look for solution (by learning from others or doing research). Meditation is useful in overcoming negative emotions. The opposite of wisdom is ignorance, when we react and act without being mindful. Suffering is mostly self-imposed and should be cured with positive thoughts, affirmations and mediation, etc.

Finally you will find your personal significance in the column Meaning. The meaning of you going through all your life’s problems and suffering is sharing your experience or helping others to deal with the same problem (compassion), resilience/learning and making a difference where you can.

So now think about all memorable problems and struggles you had in your life. Make a list of them. Ponder which of the three possible paths did you take? Respect your experience. What did you learn from your problems/suffering? Can you convert them into the meaning of your life/personal significance? What is it or what will it be?

Most importantly, ONLY YOU can decide which problem resolution path you want to take and when to change it in order to get to internal peace.

Re-posted from TheUltimateAnswer.org

- Education: teaching positive psychology and well-being in kindergarten through 12th grade, both directly in the curriculum, and indirectly throughout all curriculum;

- Positive humanities: : infusing the arts with PERMA (Positive Emotions, Engagement, Relationships, Meaning, and Accomplishment);

-Positive journalism: journalism that uncovers what is hidden as well as praises what is worthy.

The Positive Turn: Why Positive Psychology and the Humanities Need Each Other

James Pawelski, Donald J. Moores, Lindsay Doran, Martin E.P. Seligman from University of Pennsylvania, Positive Psychology Center, Philadelphia, PA, United States

At the First World Congress on Positive Psychology in 2009, Martin Seligman issued a challenge to positive psychology. The challenge is to ensure that 51% of the world’s population is flourishing by the year 2051. If we take this challenge seriously, there is lots of work for everyone in positive psychology to do. There is the theoretical work of developing definitions and models of human flourishing, the empirical work of determining the best ways to help people achieve human flourishing, and the applied work of delivering positive interventions to individuals and communities. But positive psychology will not be able to meet this challenge alone. All of the social sciences will have to collaborate in the development of a mature science of well-being. Equally important will be the development of a culture of well-being.

Key here is the engagement of the humanities, the branch of learning that studies human culture. The humanities, which includes such disciplines as history, literature, law, philosophy, religious studies, art, and music, influences every aspect of our lives and comprises a large part of what is taught to children in K-12 schools and to adults in universities.

Sherry A Blair from ISIS Innovative Specialists Inspirational Services, LLC, Montclair, NJ, US

The Nurtured Heart Approach (NHA) is a social emotional curriculum developed for building relationships where students are intrinsically motivated both academically and pro-socially. Teacher/student relationships evolve into a mentoring culture. Students become invested and engaged in the learning process.

At its core NHA creates positive relationships in the academic context. NHA focuses on the use of language as a scaffold to build “inner wealth” through every interaction. Through first hand experiences of success these relationships provide opportunities for social emotional development and building self confidence. NHA shift s classroom culture by actively nurturing positive, healthy relationships and creating a safe environment for students.

NHA began in 1999, as a therapeutic intervention for treating difficult children in family therapy. In the past decade, it has evolved to become the primary approach in an estimated 10,000 schools in the U.S., England, Belgium, Israel, Germany, South Africa, and Australia. It is also is successful in residential treatment programs and therapeutic foster care programs across the country. Illinois, Washington State, and Northern California are among the first states to adopt the approach district wide and in their foster care programs.

Why use this approach in schools? Tolson Elementary School, Tucson, AZ: NHA was implemented school wide in 1999. Th ey had 8x the district average of school suspensions. Special education utilization was 15%. In 2006, special education utilization dropped to 1%. Teacher attrition rates dropped from 50% to 1% saving the district thousands in training and hiring costs. There have been no cases of bullying and 0 children referred to outside mental health agencies for mental health screening. Additionally, utilization of gifted and talented programs increased from 1% to over 15%. Only one child has been suspended twice in ten years. Prior to NHA implementation there were 36 suspensions.

Geelong Grammar School’s journey with Positive Education

Karen Reivich1, Charles Scudamor from University of Pennsylvania, Philadelphia, USA; Geelong Grammar School, Corio, VIC, Australia

Geelong Grammar School, a coeducational Australian boarding school continues to pioneer the introduction of the tenets of Positive Psychology into all facets of the school’s operation. Over the past three years, 250 Geelong Grammar staff members have undertaken multi-day training workshops in Positive Psychology led by Professor Martin Seligman and Doctor Karen Reivich from the University of Pennsylvania. Geelong Grammar School explicitly teaches Positive Education as part of their academic curriculum in Years 7, 9 and 10. Th is workshop will provide an overview of the key steps Geelong Grammar School has undertaken in integrating a whole school approach to Positive Psychology, including lessons learnt over the past three years and future directions in implementation. Dr. Karen Reivich will outline the key skills covered in the staff training and explain the sustainable training model that Geelong Grammar School has adopted. Two specific activities will be presented and discussed: the way in which relationships at the school are enriched through the knowledge of Active Constructive Responding, and how the field of Character Strengths is addressed amongst staff and students with particular importance placed upon the VIA acronym – Values In Action.

Charles Scudamore, Vice Principal at Geelong Grammar School will discuss specific Positive Psychology initiatives in the academic and co-curriculum domains of the four campuses of the school covering the Early Learning years through to Year 12. Some preliminary well-being data collected at the School will be presented and there will be an opportunity for workshop participants to ask questions.

Teaching Positive Psychology to Adolescents: 3 Year follow-up

Jane Gillham1,2, Michael Bernard3 from 1Swarthmore College, Psychology Department, Swathmore, USA, 2University of Pennsylvania, Psychology Department, Philadelphia, PA, USA, 3Th e University of Melbourne, Melbourne Graduate School of Education, Melbourne, Australia

We present findings from a longitudinal, randomized controlled study of a high school positive psychology program (Reivich, Seligman, Gillham, Linkins, Peterson, et al., 2003). The program is based largely on Seligman’s (2002) theory of happiness and includes 25 lessons designed to promote students‘ positive emotions, character strengths, and sense of meaning. We randomly assigned 347 9th grade students (ages 13-15) to the positive psychology program or to a school-as-usual control. The positive psychology program was delivered during the first year of high school (9th grade) and students were followed until the end of high school. We collected data on students’ emotional well-being, behaviors related to character strengths, and academic achievement.

Short-term findings (presented during the first IPPA World Congress) suggested that the positive psychology program increased students’ social skills (e.g., empathy, cooperation)and increased students’ engagement in school. Effects were particularly strong among students with lower levels of achievement at baseline. We have recently completed our final assessments for this project. We will present the longterm findings, through students’ final year of high school.

This material is re-posted from the program of The Second World Congress on Positive Psychology from August 2011.

What is really strange, I remember being on the plane and having the feeling of detachment and emptiness. I wasn’t afraid of anything happening on the flight, as I had nothing to lose, I thought. In a way I didn’t see any meaning in my life. I was just passing by.

When I arrived in New York, I went straight to my friend’s place, who lived in Brooklyn. In the morning of Sept 11, I was still sleeping when the land line phone rang. I didn’t want to pick it up but to continue sleeping. The answering machine was on and I heard my friend saying: “Marina, wake up, wake up, the war has started”. I immediately picked up the phone and still not completely awake tried to understand what she was saying. She told me about the first tower going down. And then I turned TV on and learned the whole story: the terrorist attack on America. My friend’s apartment was in the basement of a small house, the owners, an Orthodox Jewish family, lived upstairs. According to their religion they didn’t watch TV, but on that day, the couple came to watch TV too. We all wanted to know what will happen to the country, to us, to the whole world. We felt horror, grief, shock and fear. We felt compassion for all. As I stepped outside the house, in the middle of the day there were no sun, only grey clouds covering the sky and pieces of ash falling down on us. It did look like the end of the world.

I was scared and wanted to escape, to go back to Massachusetts, but couldn’t do it for several days as all public transportation was shut down between cities .When I finally made it back to the Vineyard, I met up with a friend of mine who knew Lena, the one who died in the car accident. That friend said that we should not worry about Lena, as she definitely went to heaven, not hell. Still horrified by the latest events, I was thinking too much about Lena, the victims of 9/11 and myself… How unfair their deaths are. Who decides who will die or who will live? Are we worth living?.. And right after our conversation I had a dream:

I’m in the office, there are people around me, who are working. I’m doing something as well, probably, work too. Suddenly, as if out of nowhere, a man dressed as a government official comes to me and says: “Your time is up, you have to go.” Taken by surprise I couldn’t help but ask in return: “Already? And who decided? Where, to hell?” He doesn’t answer, which I interpret as “not heaven”. I try again by asking: “Is it final?” He quietly says: “Yes”. All I could say is “I don’t agree, I demand to see a decision maker”. He, definitely surprised by this turn in our conversation, pauses but then gives me a sign to follow him. I enter some private office, the messenger man leaves and the door closes behind him. And in there I see another man, more established, in gray suit, sitting at the desk. He doesn’t speak, because he knows that I asked for this audience and I’m the one who will be speaking.

I don’t even remember how but I sat in a chair in front of the table and full of emotions I started my emotional speech.”Why do you think that it is my turn that came? Is it because I didn’t do any good deeds in this lifetime? Because I only wasted my time given to me? If I haven’t done anything so far, that doesn’t mean that I will not do anything in the future. You are supposed to give everyone a chance. There are circumstances and a person may experience difficulties, but that doesn’t mean that she is not capable of anything good. I know that I have a lot ahead of me. And may I ask what kind of right do you have to deprive me of my life, when my parents are alive? My mother told me that she will not be able to survive the death of her children. Did you think about consequences of your decision?  That by ending my life you will end the life of my mother?”

All that time the man in gray suit, who was the boss of that department or the chief of death, and on whose decision depended whether I’ll live or die, didn’t look at me even once. He was busy writing something in his notebook. I couldn’t see what he was doing exactly or what his was writing. Maybe he was taking notes about my life, or was studying my life case. I was scared as I thought he was calculating and weighing what I’ve done more in my life – good or bad. In every moment he could stop me and say “Enough, your case is closed, not sufficient evidence to let you live…”

And suddenly, I saw him put his notebook on the desk and I peeked in it. In front of me in this whole grayish setting I saw on the paper a big red heart that the man drew while I talked. And in that moment I realized that I’m allowed to live more but under condition that I create more good things in my lifetime. And I woke up.

Reposted from http://www.theultimateanswer.org/blog/2011/09/11/ten-years-ago-my-dream/

Tayyab Rashid fromValues in Action Institute, Cincinnati, US and University of Toronto Scarborough, Toronto, Canada

Good character is what parents want to cultivate in their children, what teachers attempt to impart in their pupils, what friends look for in each other. But rarely these perspectives have been integrated with child‘s self-report measures to determine a child‘s signature strengths. This study precisely did that. An entire six grade class at a public school in Toronto participated in this project. Character strengths of curiosity, forgiveness, appreciation of beauty, authenticity and honesty, love, social intelligence and zest received high convergence while modesty, perspective, self-regulation and spirituality received low convergence. Children with the help of their parents also participated in a project which actively deployed children‘s signature strengths. Results of this project are expected before this proposed presentation.

Play Your Strengths(tm) with LEGO(r) -Building and discovering our strengths through narratives and LEGO models

Mads Bab from Play Your Strengths (intenz AS), Aarhus, Denmark

Introduction: LEGO bricks are combined with a theoretical foundation based on strengths psychology, appreciative inquiry, play theory and elements of narrative psychology. Participants either build their strengths as identified in the VIA Survey and if these have not yet been identified the participants build their best possible selves, and label these according to the VIA Classification of character strengths. Upon building their strengths in LEGOR participants share stories of these strengths and interact with the models as a group

Background: A constructivist approach to strengths would imply that lasting and usable knowledge of one’s top strengths is likely to happen through a construction process and not a quick labeling process alone. Th rough this construction process one builds a strong scaffold of knowledge regarding, using Linleys (2009), definition, preexisting capacities for a particular way of behaving, thinking or feeling that is authentic and energizing. Taking a narrative and metaphorical approach to strengths it can be argued that in order to understand our strengths we need to understand the strength-stories and strengths-metaphors that we have consciously and unconsciously composed over our lives. This will allow us using, Lakhoff ”s and Johnson”s (1980) words, “to more thoroughly understand how we draw inferences, set goals, make commitments, and execute plans”, but in this case on the basis of our strengths.

Play Your Strength™ has been qualitative researched as part of an MSc in Applied Positive Psychology dissertation as well as practical experience with more than 300 participants.

Participants will be introduced to data and findings from workshops and research done for dissertation from MSc in Applied Positive Psychology 2010 as well as background and theoretical references. Participants will also be given LEGO bricks and guided through a selection of the Play Your Strengths exercises.

Smart Strengths: A Model for Positive Education with Parents, Teachers and Coaches

John M Yeager1, Sherri W. Fisher2, David N. Shearon3 1Th e Culver Academies, Center for Character Excellence, Culver, US, 2Flourishing Schools, Medfield, US, 3Flourishing Schools, Nashville, US

When parents, teachers and athletic coaches form strengths based partnerships for the youth they serve, they can collectively have a significantly positive influence on students.

The workshop will provide illustrations of the S-M-A-R-T Strengths Model at three unique schools in the United States: an independent boarding school, a rural public school (where 50% of the student body are at or below the poverty line), and an underserved student population at an urban charter school. Th e S-M-A-R-T acronym stands for Spotting, Managing, Advocating, Relating, and Training strengths. The approach focuses on how adult mentors discover and act on their own strengths, so they can help youth play to their own assets, thus becoming more resilient and building high quality connections with others – at home, in school, and on the athletic fi eld. Th e following eight essential areas for successful implementation will be addressed:

1) Enabling conditions that make creating a strengths-based culture possible;

2) Incorporating a focus on strengths in the school mission;

3) Performing initial teacher training that generates buy-in and enthusiasm. In the process, the school develops a shared language for talking about strengths, which facilitates communication among teachers, athletic coaches, parents, staff , and students;

4) Using appreciative and strengths based approaches to solve cultural problems among teachers – to move from department silos to a more collaborative climate;

5) Establishing ongoing training practices to help experienced teachers lead newer teachers in the strengths based approach;

6) Helping parents learn a strengths-based approach to learning so that they can support student learning effectively at home;

7) Incorporating strengths based learning in activities performed by students moving through the elementary and secondary school grades

8) Involving alumni in the character formation of students.

Ricardo Arguís Rey C.P.R. ‘Juan de Lanuza’, Zaragoza, Spain

The “HAPPY CLASSROOMS” Program is a pioneering and recent project in Spain, which attempts to provide teachers an educational program based on Positive Psychology. It’s designed for students in Preschool, Primary and Secondary Schools (children and youth between 3-18 years old). The two axes of the Program are: mindfulness and the education of character strengths (Peterson & Seligman, 2004). It has two fundamental objectives: enhancing the personal and social development of students, and promoting the happiness of students, teachers and families. This Program is situated within the framework of the Key Competencies of the current European educational systems. Specifically, it allows teachers to work the three more transversal Competencies: autonomy and personal initiative, social and civic competence, and competence of learning to learn. It can be developed in all areas of school curriculum, as well as in tutorial action and values education. Th is project is the result of two years of work by a team of advisors and teachers linked to the Teachers’ Center “Juan de Lanuza” in Zaragoza (Spain). Th e authors -SATI Team- have grounded the program on the most recent contributions of Positive Psychology, and off er general proposals and more than 200 activities for students. Th e Program is posted online from October 2010 and in coming months it will be published in printed version. Currently, SATI Team promotes teacher training to implement the HAPPY CLASSROOMS Program in schools in Spain. In June 2011, we will have some data that will help to evaluate its application, as a basis for designing future research on the effectiveness of the Program. At present, the Program is only available in Spanish. Its distribution is gratuitous and completely free. Th e authors allow its diffusion and reproduction, but always without commercial purposes and citing the original source. It can be downloaded at the next website: http://catedu.es/psicologiapositiva

Well-Being at Work and Across Life Domains: A Comparative Study Among Italian Professionals

Antonella Delle Fave1, Mjriam Di Bisceglie1, Andrea Fianco1, Paola Mencarelli2 from Milano, Italy

Background and aims: Meaning pursuit, resource mobilization, and the exercise of freedom and responsibility are constituents of well-being in any life domain. However, as concerns work, task and organizational differences substantially influence workers’ well-being. Th ese topics were explored through the Eudaimonic and Hedonic Happiness Investigation among 402 Italian adults (266 women and 136 men, aged 45,8 on average), including 185 teachers, 113 bank clerks, and a miscellaneous group of 104 participants involved in dif erent jobs.

Results: Teachers associated work with the highest levels of happiness and meaningfulness, compared with the other groups. On the opposite, bank clerks scored lowest in happiness and meaningfulness at work, and in life satisfaction. Teachers more oft en associated well-being with personal growth and involvement in community/society issues, while the other groups gave more emphasis to leisure and material resources. All groups quoted family as the prominent context of meaningfulness and happiness.

Conclusion: Teachers prominently associated job with wellbeing, while bank clerks perceived lack of engagement and meaning. Structural job aspects were related to these findings. Overall, group differences suggest that achieving an optimal balance in resource investment across life domains, according to their developmental and meaning potential, can represent a useful strategy in well-being promotion.

A UK Perspective on Positive Education

Ilona Boniwell from University of East London, London, United Kingdom

This presentation will address two positive education projects implemented in British schools. Results will be discussed with regard to cultural, curricular and wider school policy considerations. Th e first, Haberdasher´s Well-Being Curriculum, is a comprehensive positive psychology programme implemented in three secondary schools in South East London. From Year 7 through to Year 13 students receive one hour of positive education weekly. The presentation will report on the outcomes of the pilot year of programme implementation with Year 7 students (focusing on positive experience and relationships). The study was a non-randomised control group design with a pre-test and post-test, using Multidimensional Life Satisfaction Scale for Children, Positive and Negative Aff ect Schedule for Children and Students’ Life Satisfaction Scale. Using 2x2Anova, significant effects were found for satisfaction with self, satisfaction with family, satisfaction with school, satisfaction with friends, positive and negative affect.The SPARK Resilience Programme was developed to improve adolescents´ psychological well-being by building resilience over 12 one-hour weekly lessons. It was delivered to Year 7 pupils in two different schools in the Borough of Newham, East London and assessed using pre- and post test design. Th e statistical data analysis showed significantly higher resilience scores in the post assessment compared to the pre-assessment data. A significant increase was also found for self-esteem and self-efficacy scores. A marginally significant decrease was observed in depression symptoms.

The control data was provided by the school’s annual student survey of Year 7 students completed one year previous to the current post-assessment. The control group indicated lower positive aff ect than the treatment group in the pre and post assessment. Th e control group’s life satisfaction scores (SLSS) resulted lower than the treatment group in the post assessment.

Children’s Resilience Program in India

Steve Leventhal from University of California, Global Health Sciences, San Francisco, CA, United States:

We present findings from CorStone’s ‘Children‘s Resiliency Program (CRP)’ in New Delhi, Mumbai and Surat, India.

CRP is a 24-week, school-based prevention program that incorporates elements of positive psychology, restorative practices, and social-emotional learning skills for at-risk adolescent youth in developing countries. The CRP seeks to provide youth with knowledge and tools that build character strengths, inter-personal skills, problem-solving and conflict resolution. In 2009 the CRP was piloted with 97 female students, ages 12-18 at a school in a poverty-stricken Muslim community in New Delhi. Teachers were trained to facilitate weekly one-hour support groups (10 students per group). Group sessions included an interactive 20 minute lesson plan followed by 40 minutes of group sharing and problem-solving. Emotional resilience was assessed by levels of optimism, locus of control, and emotional and behavioral difficulties.

Standardized assessments administered at baseline, midpoint and post intervention, showed large emotional and behavioral effects. ‘Normal’ scores on the Strength and Difficulties Questionnaire (SDQ) increased from 33% at baseline to 61% at mid-intervention (12 weeks), whereas the percentage of students having an abnormal score decreased from 45% to 6%. Significant decreases in pessimism and external locus of control were found in post-intervention scores. Attendance increased markedly on days when the program was offered. 99% of students reported that the topics were relevant to their lives and that the program provided valuable learning experiences.

An intervention for 1,000 adolescent girl students in slum communities in Mumbai and Gujarat is currently underway, using a quasi-experimental design with 500 girls receiving the intervention and 500 girls serving as a control group.

School Based Relationship Programs: A Foundation for Building Resilience

Jonathan Toussaint, Karen Morris from Interrelate Family Centres, Sydney, Australia

The Australian Government’s initiative and focus on Respectful Relationships has informed the development of Kids Connexions, a program for children encouraging them to build healthy relationships. Th e program covers the importance of: maintaining a sense of self; respecting differences in others; normalizing respectful ways of relating to others; empowering children to make healthy choices about relationships; and highlighting effective ways to connect with peers.

Kids Connexions has been evaluated with outstanding results. The philosophy of Interrelate is to build resilience in the life of a child. With over 84 years experience in cutting edge school based program development and delivery, Interrelate continues to inform children as they first begin to establish conscious relationships in primary school. This interactive workshop provides participants with an overview of the program, useful tools to engage with children, and techniques to encourage active participation in the classroom. Strategies to promote and increase the involvement of schools will also be addressed.

Children’s Character Strengths and the Transition from Kindergarten to First Grade

Anat Shoshani from Interdisciplinary Center (IDC) Herzliya, Psychology, Herzliya, Israel

The transition from kindergarten to first grade is one of the major challenges children face during early childhood, and children´s character strengths can be crucial for effectively adjusting to this transition. In this talk, I will present findings from a pioneering study attempting to integrate the body of knowledge accumulated in the strengths and virtues field with the school adjustment literature. Specifically, parents of 108 first-grade Israeli children rated their child’s character strengths using a Hebrew version of the 24-items Values in Action (VIA) scale and reported on their child´s cognitive, emotional, behavioral and social engagement in school.

Findings provided extensive support to the hypothesis that children´s character strengths positively contribute to school adjustment. Curiosity and self regulation were the most important predictors of cognitive, emotional, and behavioral adjustment to school. Implications for early childhood practices and strengths-based skills relevant to school adjustment will be discussed.

Happy Summer Solstice!

The Happiness survey is phase One of The Ultimate Answer project, which is about:

• ›What makes people happy?
• ›How open are people to share their ideas about happiness and help each other?
• ›Are there any “common denominators” of happiness?
• ›Is it possible to measure happiness and how?
• ›How can happiness be increased in the world?
• ›Can technology leverage human potential to increase happiness and how?
• ›What is the meaning of life and how to find it?

82 people answered the survey: 15 from Boston Ethical Society(BES) and 67 from non-BES.

Here are some highlights:

• 99% knows what happiness is, but only 72% knows what the meaning of life is. Those 28% who have no clue really need to catch up on Monty Python…
• People are more likely to give a piece of advice than to receive it.
• 9 out of 10 said that happiness is not permanent, it changes over time.
• Answers from BES (more ethical and older) group were different from non-BES respondents.
• Meaning of life is different from personal happiness.

Please, feel free to check out the results of the survey for yourself Happiness Survey Results

Re-posted from Results of the Happiness Survey.

Vo Thi Thuy (1992) came from Thua Thien Hue.  Her father abandoned her when she was little and her mother was disabled and sold lottery tickets in a wheel chair.

Thuy has just finished her final year 12 with average grade.  She is about to start studying economics at a technical college in Go Vap for four years.

Nguyen Thi Kim Hau (2002) likes to sing and draw.

Hau has no father and her mother died of Aids.  She was found under a bridge over a canal in district 1.

After her first year in the Home Hau finished Class 1 passing with excellent and in June 2010 she graduated from Class 2 also with excellent.  She enjoys maths.

Nguyen Thi Tien (1992) is Ha’s big sister.  She comes from Quang Binh. Her father was an alcoholic who couldn’t work and regularly beat them, so her mother and the children escaped and came to Saigon to find work as servants, but had nowhere to live.   Tien has just finished Class 12 with average grade.  She is studying accounting.

Nguyen Thi Kim Loan (1992) has no father and her mother sells lottery tickets.  She likes to listen to music and watch tv. 

Loan has been in the Home since soon after it began 13 years ago.  She finished Class 11 in 2009 with average grade and graduated from Class 12, the last year of school, in 2010 with above average. Now she wants to be a nurse and will go to nursing school for 2 years in district 4 (4 million dong fee).  She has Christian principles and is committed to wanting to help sick people get better.  She will make a wonderful nurse.

Nguyen Thi Thu Ha (1998) is 12 and finished Class 4 with excellent grade in 2009 and Class 5 also with excellent in 2010.  Ha was abandoned by her father, her mother works  as a cleaner in a restaurant.  Her sister is handicapped.   She likes to play the piano and sing and enjoys maths.

Tran Thi Ngoc Oanh, nickname Tien, is now 10.   (On arrival she was said to have been born in 2000.)  She has no father and was abandoned by her mother.  Her grandmother was too poor to take care of her.  She likes to draw.  She’s a real character, always laughing and mischievous.  She wants to be a kindergarten teacher.

Tien  finished Class 2 with above average grade in 2009 and Class 3 also with above average in 2010.  She enjoys maths.

 Nguyen Thi Bang Phuong (2002) was abandoned by her father who is a Swede, and her mother was very poor.  She came to the Home in February 2008. She finished Class 1 with above average grade in 2009 and passed Class 2 with excellent this year.
For those, who don’t know much about this shelter read my earlier posts (Jan-Apr 2010). All girls sleep in one room on bunk beds, they cook and clean themselves. They wear donated clothers. They go to school and support each other. If any of you want to be pen pals with the girls (must be in Vietnamese), they would appreciate it. It is hard to replace a real family but kind words will help them to grow in life and become mature individuals.

If you are interested in learning more about the shelter and want to help the girls have education, food and clothing, feel free to contact Celia at celia@primenz.com or just leave your comment to this blog post and we will contact you.

Ho Thi Hoang Anh (1995) is 15.  She is an orphan who was begging at the Saigon train station before coming to Ba Chieu Home.   Her father was from Hong Kong, and went back there.  Her mother died of breast cancer in 2000.  Hoang Anh came to the home in 2002.  She finished Class 6 with above average in 2009 and wants to be a kindergarten teacher. (She also wanted to be a teacher 2 years ago.) In 2010 she finished Class 7 also with above average grade. She likes sewing.

Nguyen Thi Huong (1993) is now 17.  She was abandoned by her father, her mother works but is too poor to look after her.

She finished Class 7 with above average grade in 2009 and Class 8 also above average in 2010.  Huong likes cooking.  She wanted to work in finance and banking when she grows up but is now favouring cooking (chicken with ginger is her favourite dish).

Ho Thi May Hanh (1990) is 20.  She was abandoned by her mother, so her father looked after her and they earned their living by collecting rubbish.  She has been in the home for 8 years since 2002.

She has always liked to cook, and gave me the recipe for Bun bo Hue.

She finished Class 9 (end of Junior High School) in 2009 with above average grade and Class 10 with excellent. She is now going on to study at a City School for 4 years from which she should graduate with 2 certificates, one in accounting and the other a high school certificate.

The following three girls are not longer at the shelter, and as Celia mentioned it is a good thing because it means that they reunited with their families:

Nguyen Cat Tien (1995) was abandoned by her parents and came to the Home 4 years ago.  She finished Class 5 with average grade in 2009 and Class 6 also with average in 2010.  She likes to cook

 and wants to be a hairdresser when she grows up.

Pham Thi Mai Thao (February 1997) is 13.  She came from Ben Tre.  Her family migrated to Ho ChiMinh City to find work as servants and were transient with no home.  Thao has just finished Class 7 with excellent.  She enjoys literature.

Phan Thi Huong (1994) is 16. She’s finished Class 8 with average in 2009 and Class 9 also with average in 2010.  She will now leave school and start a 2 year course in hospitality learning the restaurant trade. She wants to work in a restaurant.  She left the Home to go back to her family.

They’re announcing a couple of things at the Google I/O Conference and
we’ll have to go over their blog posts in the next few days to find out
how it can help olpcMAP.

Still interested in getting it on WikiMedia ToolServer, though.  Bastien
(Wikimedia) was very interested in the possibility when we talked.

Collection: Here are the XO maps of the world, Uruguay, and La Rioja in Argentina:

* http://i.imgur.com/fsF2W.png
* http://i.imgur.com/hQR6y.png
* http://i.imgur.com/FcH99.png
Interactive map (random URL is random)
http://www.openheatmap.com/view.html?map=DeclassifiedEfrainsChiselled

Summary: As part of my Plan Ceibal work, I have significantly updated the OfflineMap activity.  Built-in maps library, compatibility with Google Earth files, measuring tool, extensions for users with internet connections, and other features and improvements.  I’ll upload it when I get home.

Nick finally flew back to his homeland after two months of working for Plan Ceibal. We (OLPC family and blood related family) met at Royal East in Cambridge to celebrate his return. After just one week at home he will move on to bigger places and things. He will do an internship in ESRI, then possibly Facebook in the fall and starting Jan 2012 he will participate in Code for America fellowship program. He said:” This is exactly the opportunity I’ve been looking for – one that combines civil engineering with technical, computer-sciencey stuff.  I don’t know which city I will be working for, but much of next year I will be at the program’s office in San Francisco”.

OLPC Foundation (Boston office) has moved to its new office in Cambridge. Happy Memorial Day weekend to all!

The map activity: Hola mapmakers!

As part of my Plan Ceibal work to get web activities playing nicely with recent builds of Sugar, especially the XO-1.5, I have updated the
Map activity. Download today: http://maptonomy.appspot.com/Map-12.xo. Your up-to-date XO-1, or any XO-1.5 (even HS), now can:
- Search and explore maps from Google and OpenStreetMap
- Write descriptions of places; plot lines and shapes
- Add photos, Wiki articles, olpcMAP dots, and WikiMapia places inside
your map view

- Use an online library to download maps used by
firefighters and biologists

- Collaborate with other XOs on the same mesh/Jabber network.
Collaboration shares the view, markers, and other map data.  So several users can add points and edit each other’s descriptions.  If one user visits the map library or imports a Google Earth points map, the points are shared with any connected laptops.  Same thing for OfflineMap and mesh networks. We have a few XO-1.5s going to a school in the Congo this summer, and they are absolutely psyched about mapping! 

From the Summit: We’re at the Uruguay summit now, about to have Adam say a few words about olpcMAP along with other communities’ favorite web tools.  Etherpad is popular in South America.

I get to represent Uganda in a panel tomorrow, and then there’s the freeform “unconference” part where I know there’ll be a lot of
discussion about one of the Plan Ceibal projects. Also, we just got news here at Plan Ceibal that they are looking to buy
Kindles.  They also have many teachers using the Intel Classmate laptops to view music and video.  I don’t think there’s as much support for the XOs except that they are cheaper when you are giving them to all students.

New feature: For any future Jams, people can indicate if they are participating, like they did for eduJAM Summit: Go to http://olpcMAP.net/jam, use the search, open your marker, and select “Join Jam” (next to edit). We also have a page at http://olpcMAP.net/jam/es that’s in Spanish. Translation is welcomed.

Disclaimer: this is (a) experimental and (b) totally unofficial – not sponsored by ceibalJAM or Plan Ceibal.

Hi Marina

I have attached my list of all the girls in the home, updated on my recent trip (next post).  You can see their photos, something about them, and some of the movements. 

I helped to start the home 13 years ago, and also to build the current house, and since 1998 have been responsible for finding the funds to keep it going. (We lived in VN for 7 years.)  For the first 2 years I arranged for the NZ embassy in Hanoi to fund it, then when they couldn’t fund operating costs, I took it over to keep it as a kiwi project. We get some profits from the NZ Wine & Food Festival which I set up in 1999 when I was NZ Trade Commissioner and Consul General, some from sponsorships (approx US$100 for one girl’s education for a year, $365 for food and around $600 for all costs). 

I also am a guest speaker and give my fees and gold coin donation to the home.  I have also written a book called Taste Vietnam, introducing Vietnamese cuisine, with a photo of each girl on each page, and all profits going to the home.  I’ve also done another book There’s Lots of Love… of poems for children, illustrated by the girls, and a boardgame Venture Vietnam, again with profits going to the home. So somehow each year we manage to find the US$12-15,000 needed to keep the home going.  I am in close contact with Yen and the girls, and have organized for the NZ Embassy to fund the sewing room and computer room.

I am always happy to hear of volunteers like yourself and hope you have found the contact with the home as rewarding as I do.

Kind regards

Celia M Caughey

Fundraising Coordinator,

Ba Chieu Home, Ho Chi Minh City

1. The demo of olpcMAP will be presented at the Boston New Tech Meetup on Tuesday, April 12, at 7:30PM. http://www.meetup.com/newtech-73/events/16943664/

2. Social enterprise venture: olpcMAP presentation will be given on Wednesday, April 13, at 7:30PM, at OLPC office:

   1 Cambridge Center, 10th Floor
    One Laptop per Child
    Kendall Square
    Cambridge, MA  02142.

Join us and 20+ others from Tufts/MIT at the OLPC Foundation’s headquarters this Wedn evening 7:30PM led by me and Adam.  Questions for discussion:

    * Why should we volunteer, and for what, over the course of our lives?
    * What makes volunteering around ICT4D / ICT4E (*) so incredibly challenging?
    * Is “DIY Foreign Aide” a voluntourist joke, or a material change in 3G intl development?
    * Where can community tools like http://olpcMAP.net unleash grassroots power in this decade?
    * What volunteers have managed funds+community to unlock their global volunteer experience?
    * What’s behind trendy corporate social responsibility / service learning leadership buzzwords?
    * With 2 million XO laptops distributed, how do volunteers actually engage to prove themselves?
    * What differentiates our social movements from yet another Twitter/Facebook marketing campaign?
    * How did Mike Lee (in attendance from DC!) build http://olpcLearningClub.org far beyond so many others cities?
    * What can the Mideast’s Arab Spring teach US–conquering our own fears–converting self-organized aspirations to proven opportunity?

We will raffle off a RED XO Laptop to the person who asks the most genuinely eye-opening question.  By popular vote when our Wedn April 13 event ends by 9PM!  But you MUST arrive on-time at 7:30PM as the 1st floor security desk will in fact close after that time.  Hosted in conjunction with Tuft Univ’s http://compasspartners.org/meet

3. The latest thing is the news page, that was just launched by Nick, and we already added some events and updates to it, including Linuxtag event by Christoph D. The main idea is to have one stop shop for all events, meeting, news, jobs, internships, for OLPC/Sugar community, and edutech community.

How it works now: you need to type your topic in the box next to post word and then create your name and message with the link to the main page or how to contact if applicable along with the main theme (from drop down menu). We will enhance it by sorting events in chronological and geo order. Add your event/opportunity now : http://olpcMAP.net/news

4. olpcMAP will turn 6 months old on April 22, 2011. It looks more mature, check it for yourself: http://olpcMAP.net :)

5. Finally, Nick Doiron is in Uruguay doing an internship for Plan Ceibal in Montevideo. He is working on getting an open mapping program called gvSIG onto the blue XO for 7th grade and above.  ”It goes beyond the Map activity.  You can highlight all schools with <1000 students, or color each state in Uruguay to show the population density, or see how firefighters and farmers can use maps to make decisions.  The project has the support of the national Department of Transportation”.

Nick will be meeting others in Uruguay for Conozco School Tour from April 30- May 5, http://wiki.sugarlabs.org/go/Conozco_Uruguay_Tour  and then the Summit May 6-8, http://wiki.sugarlabs.org/go/Uruguay_Summit_2011.  Already more than 30 people signed up and it is going to be a great opportunity to witness nation-wide OLPC deployment. Christoph D will  be reporting daily about the upcoming events in Uruguay.

PS Mike Lee and Christoph D are finalizing their own map jams in coming weeks, check for updates on http://wiki.laptop.org/go/olpcMAP

curiouslee: We would like to do a deployment in the DC area.

polyachka: that would be good

curiouslee: But hope for that has dimmed a bit because of the change in DC govt.

curiouslee: Also, XOs are relatively hard to get and there are still many barriers with Sugar.

polyachka: barriers like what?

curiouslee: The Sugar brand and information materials need an overhaul.

curiouslee: Running Sugar outside of the XO (which itself is hard to get in smaller quantities) is difficult.

polyachka: so what do you think is in future for both OLPC and Sugar?

polyachka: should they both re-think their strategies and become for-profit?

polyachka: offering services to the developed countries?

curiouslee: They would need more capital to restructure and then ramp up as for-profit. I can’t imagine how that would happen.

polyachka: but if they pursue the idea of constructivism, then it could revamp educational system worldwide

curiouslee: Constructivism is one approach of many. It’s not popular everywhere.

polyachka: why not popular?

curiouslee: Constructionism is not known everywhere not because it is not good. There are many other schools of thought.

curiouslee: Every country has entrenched beliefs.

polyachka: I thought that constructivism is not popular as not many believe that children can progress without much supervision

curiouslee: That’s exactly right. A lot of places approach education through rote learning and total control of the children.

polyachka: too bad, i still hope that right amount of education blended with technology can save the world

curiouslee: I hope for the same thing!

polyachka: why were you in Boston the other week?

curiouslee: I wanted to visit the Computer Clubhouse an attend the volunteer meeting at OLPC.

polyachka: thank you for coming

polyachka:  we all admire your DC club and Adam secretly wishes there was a person like you in Boston to have a big OLPC following in Boston

curiouslee: If I lived in Boston, there would definitely be a big group!

curiouslee: Believe me, there have been months where I didn’t want to organize.

polyachka: but you still did and that counts!

polyachka: Thank you so much for answering all my questions!

curiouslee: Ok thanks!

curiouslee: Jeff Elkner was successful in gathering high school students to code Sugar Activities, so we asked to be granted official Sugar Labs status.

polyachka: what are the main milestones of the group over the years?

curiouslee: Sugar Labs DC produced the TimeLapse photography activity. They, among other projects, ported TurtleArt to Ubuntu. There was also some development on Sugar for Ubuntu.

curiouslee: Enabling TurtleArt project upload capability was start to developing an online community for TurtleArt.

curiouslee: Sugar Labs DC also maintains a product called SchoolTool for classroom management.

polyachka: Great

polyachka: And it is all done by volunteers, right? No one is really getting paid?

curiouslee: All volunteer with people putting in their own money.

polyachka: why do people do it? they still belive in OLPC’s idea?

curiouslee: People volunteer because they like the original vision and have a desire to meet some other interesting volunteers.

polyachka: You are a volunteer yourself!

curiouslee: Yes. I am an uber volunteer.

polyachka: What do you think is OLPC’s policy about volunteers?

curiouslee: I don’t think there is an official policy beyond how Adam Holt conducts business.

polyachka: I think there should be and volunteers should get acknowledged.

curiouslee: I agree

polyachka: So what is your mission in regards to OLPC?

curiouslee: I stick with OLPC because of the interesting people I meet.

curiouslee: Also, I do believe that  the world will continue towards “ubiquitous computing,” and OLPC is an experiment along the way.

polyachka: so which part do you care the most – making education more interactive and fun by using technology or giving computers to the developing countries so that they can connect to the world and improve their well-being?

curiouslee: I guess I am closer to the second, but as my daughter gets older (age 7 now) I understand education more.

curiouslee: They should have worked harder to build a stronger coalition of other partners.

polyachka : And that was not done because marketing strategy was different – go direct?

curiouslee: Yes. OLPC felt their way was best–go direct to governments and work top down.

curiouslee: Very few at OLPC had any idea of how to build a lasting non-profit.

curiouslee: Was crazy mix of educational idealists and tech dreamers.

polyachka: so how can you marry the two -techies and teachers?

curiouslee: I think the teachers, as you call them, lost. Techies now rule OLPC and Sugar.

polyachka: So how to build a long lasting non-profit?

curiouslee: Aside from Nicholas, OLPC needed a “servant leader” in their management.

polyachka: so what does it mean servant leader?

curiouslee: Definition from wikipedia: Servant-leaders achieve results for their organizations by giving priority attention to the needs of their colleagues and those they serve. Servant-leaders are often seen as humble stewards of their organization’s resources (human, financial and physical).

polyachka: what do you think about hardware part. Is it up-to-date?

curiouslee: Hardware is not up-to-date at moment. XO-1.75 should catch up.

curiouslee: OLPC doesn’t feel it needs to keep current because they are shifting to serving the most remote areas.

polyachka: Is it due to the lack of resources at OLPC or vision?

curiouslee: Move to remote areas? Lack of resources yes, I think. Best to go where there is little or no competition and greatest need.

polyachka: what about Intel computers? Are they more up-to date but serve to remote areas as well?

curiouslee: Intel computers like classmate are not power efficient at all and not daylight readable. Also, the educational software is often included as an afterthought.

curiouslee: I have two classmate laptops.

curiouslee: They are miniature office productivity machines.

curiouslee: OLPC wants to focus on original “no school” scenario.

polyachka:  does it mean that no teachers are needed and no curriculum for Sugar?

polyachka: i thought it was proved that it doesn’t work

curiouslee: That varies very widely based on local culture. Adult and teacher presence is essential.

curiouslee: There are plenty of small school houses with no electricity or teachers teaching under a tree.

polyachka: but they all need curriculum

curiouslee: Sure.

polyachka: and who is working on it?

curiouslee: In the larger deployments, there have been contractors or Ministry of Education staffers working on curriculum.

curiouslee: Sure.

curiouslee: Wayan started having bar meetups in DC in fall of 2007 before G1G1. A couple of us had beta XO machines to show.

curiouslee: Then G1G1 happened in Dec 2007 and there was suddenly a huge local user community. So we started monthly meetings in Jan 2008.

polyachka: so you started those meetings in 2007 to help educate users of XO?

polyachka: help them with support or other goals too?

curiouslee: Yes, monthly meetings to support users with tech needs. We also tried to network people interested in deployments. We connected interested python developers and started Sugar Labs DC.

polyachka: why Wayan was so interested in it?

curiouslee: Wayan was working in ICT4D and was very skeptical of OLPC claims. He had much more time in 2007-2008 (no kids!) and started OLPC News web site.

polyachka: it seems that his relationship with OLPC may be described as love-hate, or is it a media trick?

curiouslee: That site got him onto the famous 60 minutes news segment about OLPC.

polyachka: so what is he trying to do with his blog?

polyachka: why is he doing it? for fame and glory?

curiouslee: Wayan got some fame. He felt the OLPC movement (and NN) needed a critic.

curiouslee: He says his mission was to “call bullshit” on NN and Walter’s wild claims.

polyachka: job well done

polyachka: but i think he loves OLPC deep in his heart and maybe wishes he started it

curiouslee: Yeah. At his core, he likes the OLPC mission, but hates how it has been implemented.

curiouslee: He realized early that it was less about OLPC movement than the interesting people around it that one can meet. Almost doesn’t matter if OLPC succeeds.

polyachka: are you saying even if OLPC fails it was still a very inspiring venture?

curiouslee: What endures will be the community around OLPC and Sugar Labs.

polyachka: but will those last?

curiouslee: Yes, even if for some reason it shuts down, much of the community will stay together and move on to related projects.

polyachka:  Good morning, Mike! How are you?

curiouslee: Doing fine. Going to Philly tonight thru Tue for conference.

polyachka: How was your OLPC meeting yesterday? Did you have an agenda?

curiouslee: Actually good turnout of 12. We shared favorite Sugar activities in screen.

curiouslee: Physics and Speak were popular. Also Record and TurtleBlocks.

curiouslee: Jeff Elkner wants to organize a DC eduJam.

polyachka: When?

curiouslee: Maybe September. He wants to avoid conflict with other events.

polyachka: And the people who attended the meeting, what are demographics?

curiouslee: Some retirees, two teachers, two programmers, 3 high school students

polyachka: pretty good representation

curiouslee: Only one child–mine.

curiouslee: Harriet Vidyasagar of OLPC India attended for first time

polyachka: oh, nice

curiouslee: Harriet lives 5-minute walk from my house!

polyachka: so Harriet doesn’t live in India?

curiouslee: Both places. She travelled back and forth extensively, but recently retired

polyachka : so how big is the OLPC community in DC area, if you combined all regular attendees?

curiouslee: There are about 30 regular attendees who make it 4x a year or more. There are 175 people on our email list. Scratch Day was biggest event last year with 75 people

polyachka: when was Scratch day?

curiouslee: Scratch Day 2010 was May 22. There’s a blog post with the announcement and some photos on Flickr.

polyachka: what other events do you hold or host?

curiouslee: We hosted documentation jam and have informal meetups on some weeknights at bar or restaurant.

polyachka: those must be well-attended

curiouslee: Weeknight at bars–typically a dozen people. A different group of people than weekends.

curiouslee: We also had booth at NECC 2009 education conference in DC and TEDx MidAtlantic 2009 Baltimore.

polyachka: So howcome you go to some expos even outside on DC when it is OLPC related, is it more your personal interest or you do it because you run this group?

polyachka: Personal interest. Most club members do not have time or money to travel out of the area for OLPC.

2.  New way to move your markers or change your name on the map. And that is how:

* Don’t do it in Internet Explorer, it will not work, do it another browser.
* If you created a brand new marker, you can click and drag marker until you have left the page.

 * If you have an older marker that you want to move: click Edit, then click the new link on top of the window: “Change Name or Location”
* On the new page, click and drag your marker
* Follow the “Click to Confirm by Email” link above the map (this e-mail goes to the contact address for the marker)
* Check your e-mail and click to confirm (it’ll take you directly to your newly-placed marker)

3.  Profile pages: profile pages are different from markers.  It is easy to see all information about the person or deployment on the page and in the future pages will enable creation of groups. You can find a link to your profile page in your marker’s “Bookmarks” section. For example, Nick’s page is http://olpcMAP.net/page?id=359001

4.  We now have Featured articles or markers on the map’s homepage  http://olpcMAP.net/home If you want to suggest somebody’s blog post, article or a volunteer/deployment to be featured on the map, email us the link to a blog or website, or just the name, and we will feature them! Please, use beautify@olpcmap.net

5.  New view is http://olpcmap.net/?view=alt together with local views like http://olpcMAP.net?go=Jamaica&view=alt This view enables you to hide either volunteers or deployments by clicking the checkboxes in the upper left.  That’s also where you can check to view News/Articles. It’s possible to do geographic searches of news, just like we do with go=Jamaica, but until we have many news items, we show the most recent 100.

6. You can add more news/articles at http://olpcMAP.net/share/news  They become part of Shared and the news layer at the same time!  We post it openly at http://olpcMAP.net/geonews

7. It took several months to process, receive and upload all video interviews from SF OLPC Summit in Oct 2010, but finally it is all done. Please see all 28 interviews uploaded to youtube under user verhovzeva. Links to the Interviews were also added to interviewees’ markers on the map. Enjoy!

What:

Who: Kids ages 8-12 from the Clarendon Hill Apartments and surrounding areas of Somerville, MA, USA

Where: The CHA Computer Lab.

When: Monday and Wednesday evenings from 5:30 to 7:00. The first class will be held on Monday, March 28th!

Monday evenings will be training classes, while Wednesday evenings will be “free play” for kids to practice what they learned. Classes will run every week until mid-May.

More information: Participants in this free class will be using eToys, an interactive computer program designed with kids in mind. They’ll learn how to draw “sketches” using eToys and use these sketches to create a story about a topic of their choosing. Creativity will be emphasized…and ultimately, the goal of this class is to have FUN!

If you’re interesting in signing up for this class: Please call Lince or Franklin from The Haitian Coalition at 617.625.6400. Or, send an email with your name and contact information to etoysclass@gmail.com and we’ll get back to you shortly! Space is limited, so please RSVP.

Thanks, and we hope to see you soon!

Today, March 12, 2011, at 9AM (12 hours ahead of Boston) OLPC Vietnam group met for Translation Sprint in Hanoi. Here are more details from Vu Do Quynh:

Location:
CNF center (inside the Institut de la Francophonie pour l’informatique, aka IFI), ngõ 42 Tạ Quang Bửu (Hai Bà Trưng district), Hanoi.

To see the location of IFI on the map :
http://maps.google.com/?ie=UTF8&ll=21.002711,105.847896&spn=0.00338,0.004823&t=h&z=18

Hi,

We were four this morning to work on translating the remaining 15 (not counting 2 chapters not translatable, one empty chapter and a false chapter) chapters of the XO Vietnamese manual.

First 12 out of total 29 chapters had already been published in Vietnamese, and the remaining XO_vi manual chapters to finish the translation can be seen here: http://translate.flossmanuals.net/bin/view/XO_vi/WebHome

Two persons couldn’t show up as scheduled.

We started at 09:15 and finished translating all 15 chapters around 12:00. There was coffee, tea and biscuits. We are now in the process of reviewing and publishing the chapters.

Then we will have to ask Flossmanuals to publish the Vietnamese version of the XO Manual. As soon as it is accepted by Flossmanuals for publication, we will let it know.

Attached is one snapshot where you can see Phương (sitting in front of the computer), Dương and Minh standing behind him.

I think it was a very good and efficient translation experience.
Best regards
– 
Vu Do Quynh (M.)
Hanoi, Vietnam
Blog: http://vdquynh.blogspot.com/

Thank you, OLPC Vietnam! We are so proud of you.

What a great meeting of 14 minds on Friday, March 11 at 6PM at OLPC office, One Cambridge Center (right above the Kendall/MIT Red-Line Stop), facing OLPC’s most serious challenges. Meeting’s Agenda:

1. eBooks on Sugar Realities (New Read 89)
2. Map jams: http://lists.sugarlabs.org/archive/iaep/2011-February/012568.html and each OLPC/Sugar CITY that will follow in March (Paris, then French Africa) )
3. West Somerville eToys training by Solution Grove
4. Uruguay Summit May 5-7
5. Intel/Computer Clubhouse’s new global mentoring network (“starting soon
right here in town”)

One of the topics was about using eToys or Scratch to engage older kids and/or adults with programming. Nick Doiron summarized some ideas on this topic for the group:
“There are a lot of ideas out there about how to do intro-to-programming and I like what people have done with eToys at the primary school level (if you haven’t seen Waveplace’s experiences in Haiti, read http://waveplace.org/news/blog/ )

As you target middle school level students or above, they’re interested in the internet and media.  Some are interested in technical details – ask any programmer you know when they started.  You can make a high school kid an expert in eToys, but they won’t be any closer to making their own website or Space Invaders game.  If you would give someone a power tool in shop class, you should give them a real programming language on the computer.

Mozilla’s Hackasaurus program is designed for learning HTML at this level. Two amazing workshops in the past month:
http://spotlight.macfound.org/featured-stories/entry/at-hackasaurus-jam-mozilla-encourages-young-programmers-to-change-the-web/and http://brettgaylor.tumblr.com/post/3526122151/web-made-movies-at-bavc

They have information about setting up your own workshop at hackasaurus.org. Also, check out http://palpable-video.appspot.com/sample ”

This meeting had tremendous value for all participants as it presented an opportunity to connect to people who are interested in similar edu-tech ideas. Photo Courtesy of Mike Lee.

During the week we made some progress in the organization of the summit in Montevideo, Uruguay.

The name of the event is eduJAM! 2011 and will take place from Thu May 5 to Sat May 7. Please see the attached file for logo and graphic identity.

The summit main objective is to strengthen the free educational software developers community, with focus on Latin America and the Sugar and olpc communities. The event will feature discussions around future directions and strategy, hacking on specific projects, and exchange of experiences among different deployments.

There is a Program Committee with the following members: Andrés Ambrois, Walter Bender, Gabriel Eirea, Pablo Flores, Gonzalo Odiard and Fernando Sansberro. This committee will define the summit program but of course input from the community is encouraged and appreciated.
A first sketch of the event is shown in the wiki page: http://wiki.sugarlabs.org/go/Uruguay_Summit_2011

Registration to the event will be required  but we are not ready to announce the details yet.

In addition to eduJAM! a couple of extra activities are being planned to make the most of the summit.

The “Conozco Uruguay Tour” is being organized by members of volunteer organization RAP Ceibal and the OLPC community. It will take place during the days prior to the summit (from Sat April 30 to Thu May 5). More information here:

http://wiki.sugarlabs.org/go/Conozco_Uruguay_Tour

We are also proposing a Sugar code sprint for Sunday May 8, right after the summit.

There is a first sponsorship from Activity Central and we are looking for other sponsors both at the national and international level.

We hope you can join us and are looking forward to your comments and suggestions.

Best regards,

The ceibalJAM! team.
http://ceibaljam.org

<mchua> I’m still going to be working full-time for Red Hat while I’m in grad school.

<polyachka> why do you need grad school?

<mchua> Because I’ve been doing all these things with professors under the assumption that open source *is* a good way to learn.

<mchua> That we’re doing all this work because it’s going to give students a better experience, etc. That it makes a difference.

<mchua> But is that actually true? Nobody knows. Nobody has really tried to find out – how can you tell whether a student benefits, what does it mean for them to be “better”? How can you tell if a community benefits – would that energy have been better spent some other way?

<mchua> I’m going to grad school in engineering education in order to learn how to do that research, so someone will be doing it.

<polyachka> so you think PhD will help you in your career

<mchua> Well, that and I’d someday like to be a professor myself, so yes, the PhD will certainly help with that.

<mchua> It’s funny – Sebastian and I were joking about this… we work together a lot on our open source and education stuff.

<mchua> and the joke we have is that he makes things, and I make those things scale.

<polyachka> it is great what you are doing

<mchua> He made Sugar on a Stick, and when I started helping with that I did a lot of marketing, etc. to get more people involved, that sort of thing.

<mchua> And right now he’s building his own open source degree at Olin – trying to come up with a study pathway that any other college student could follow afterwards, to actually study “becoming an open source contributor” in college …and I’m going to school to do research on how effective that course of study is, how it can be tweaked and made better, what sort of results it gets you.

<mchua> so we joked that if he built it and I made it scale, then poof, a few decades from now there’d be open source degrees all over the place.

<polyachka> so your ambition is to make open source dominant in the world?

<polyachka>what in your opinion is so good about open source?

<mchua> I wouldn’t say my ambition is to make open source dominant.  I’d say, perhaps… that my hope – and what I work towards – is that people be free, be teachers and learners, be able to learn what they want to learn so they can do what they want to do.  And I think that the open source way of thinking and doing things is a very positive culture for that.

<mchua> You’re part of a supportive ecosystem, you’re part of multiple communities – your work and your learning has an impact – but you’re free to do what you want as an individual. It’s a nice balance of interdependence, and I like how open source fosters that sort of maturity and trust among people.

<polyachka> last question… do you know that OLPC/Sugar volunteers created http://olpcmap.net

<mchua> Yep, I’ve been following along on the Planets. Great work!

<polyachka> is it ok if we create a marker for you as a mentor and if any open source newbie has a question they would contact you?

<mchua> Sure thing. Put me down in West Lafayette, Indiana, because I’ll be there more often than not over the next 5 years or so.

<polyachka> Thank you so much, Mel! Good luck with all your open source plans!

<mchua> Thanks!

For more info check Mel’s Blog, her Wiki Page or meet her when she travels near you. Also read more about teaching open source.

<mchua> I think volunteers become volunteers for lots of different reasons.

<mchua> Oftentimes they’ll bring these reasons in themselves. You don’t have to hang a million dollar prize – the rewards are typically not monetary.

<polyachka> but still don’t they want some kind of recognition

<mchua> Sure, but that’s not the reason they start doing the work. They want to fix something to make a program better for themselves, they want to learn about a certain aspect of technology and so they’re trying to tinker with it, in the case of Sugar sometimes they want to make something for their kid, their little sibling.

<mchua> Once they do that work, yes, of course they want recognition for it.

<mchua> But you don’t start doing open source to get famous… there are far more time-efficient ways of getting in the news.

<polyachka> what forms of recognition

<mchua> Most people start contributing to a community because there’s something they want done, and they figure that it’s going to get done faster and/or better if they take a crack at it.

<mchua> Recognition – having other people use your work, give feedback, say thank you. Having your code reused and cited. Having people write back and say “thanks for that patch, the kids love this new block in TurtleArt.”

<mchua> Showing up at events and having folks you’ve never met in person before walk up to you and go “oh, you’re the one who translated my documentation, thank you!”

<mchua> Being accepted as part of a community you respect.

<polyachka> and how to get from non-paid contribution to paid, so that you can support yourself while doing what you love?

<mchua> So, it’s my opinion that “getting paid to do open source” is *not* the right endgame for everyone.

<mchua> If that’s your goal, that’s great, but not everyone wants to do it as a dayjob.

<mchua> What’s worked for me is that I just do what I love to do, get really good at it, and eventually someone hires me to do it because I’m providing tremendous value to a community their business relies upon.

<mchua> You build your portfolio as a contributor first, *then* you can apply for jobs at places at Red Hat.

<polyachka> i asked that because many good volunteers have jobs they don’t like but do free work in the field they love

<mchua> But other people want to use open source contribution as a way to enrich the jobs they already have.

<polyachka> it seems that you managed to do it right – get paid for work you love doing!

<mchua> For instance, a lot of folks in the Fedora community are sysadmins for universities, various sorts of industries…

<mchua> they don’t get paid to work on Fedora per se, but Fedora is a place where they can work on things that make their job easier, network with other sysadmins doing the same sort of thing.

<mchua> It’s sort of like why you would join a professional organization – your employer won’t pay you to attend, say, Architectural Society meetings, but hanging out with other architects might help you be a better architect for your company, and it’s fun.

<mchua> So sometimes you can use open source as a sandbox on the side to work on something that you can then take back to your job, to your boss, and make your career more interesting to you.

<mchua> It would depend a lot on the individual situation, really. If you want to get a job doing open source, think about “okay, what do I like to do in open source that somebody would actually pay me for?”

<mchua> For instance, there are plenty of people who use open source tools and designs while freelancing for their clients – “I’ll build you a website, and I’ll do it in Drupal.”

<mchua> or “I’ll design a logo for you, and I’ll use Inkscape.”

<mchua> Drawing on open source tools and communities as a means to do a job you love rather than the objective of the job itself.

<mchua> Funny you should say that, because Nicholas Whittier just came up with a blog post about that.

<mchua> (He’s new to open source himself and he’s writing about how he’s learning to participate in it.)

<mchua> http://imperialwicket.com/getting-started-in-open-source-part-2-where-can-i-take-these-courses

<polyachka> great

<mchua> So, I’m tempted to say “well, it depends…” but I know that newcomers sometimes really want those clear instructions. I’d say 3 things for them.

<mchua> First, start reading. Lurk everywhere you can – mailing lists, if you can figure out how to get on IRC channels, lurk there… read blog Planets – not just shiny press releases, you want to find where the actual contributors are talking and thinking out loud and hear what they’re saying.

<mchua> Second, start writing. Start thinking out loud. One of the things we lack the most in open source communities is newcomers telling us “hey, it’s hard to contribute because you haven’t allowed people to do X” – and if we don’t know that, we can’t fix it.

<mchua> I wish more people would do what Nicholas is doing, and write about what it feels like to be a newcomer to a project.

<mchua> That’s actually the most valuable contribution a newcomer can make – because experienced contributors can’t see those things any more, we’ve lost that ability – you’re the *only* people who can tell us how to make it easier for people like you to come help us.

<mchua> So don’t wait until you’re “good enough,” because you’re already good enough.

<mchua> Third, find some sort of scaffolding to help you – whether that’s an individual mentor who’s willing to help you through your first contribution, whether that’s an internship with a company that’s doing open source or something like Summer of Code…

<mchua> …attending a local hackathon (it’s often a great way for new people to get started – things go much faster in person) and contacting some people there beforehand and saying “hey, I’m new and want to start helping with your project, I’ll be at this event I saw you were going to, could you sit down with me and help me get started?”

<mchua> or going to the online versions of that – some projects have online classrooms for new folks – the Drupal Dojo, the Fedora Classroom.

<mchua> It’s about connecting with the people in that project as early and as fast as possible.

<mchua> And then you’ll figure out what basic skills you learn from there.

<mchua> I’d also say that for the “basic skills” part – one of the things I’ll be doing over the 2011-2012 (North American) school year is teaching online versions of that POSSE workshop for professors, except open to everyone and online (on IRC).

<mchua> http://teachingopensource.org/index.php/POSSE_modules has the topics – we haven’t set scheduling yet, but there’ll be one every two weeks during the school year.

<mchua> I got into that because one of the big bottlenecks I saw for Sugar – and this is true of many open source communities – we’re just not that good at teaching people how to join us.

<polyachka> agree

<mchua> If you think about something like… say, playing guitar. There are books on playing guitar, schools for playing guitar, teachers. You can walk down the street – everyone knows what it means to play guitar, they know someone who plays it, they’ve listened to CDs with guitar players, they’ve seen them on TV. And if they want to get started, they know they can grab a book or a teacher, they have some idea – there’s a pathway for that.

<mchua> But open source? How the heck do you start with open source? A lot of open source hackers would say “well, you just *do* it!”

<mchua> but that’s like taking a 5-year-old into a kitchen and handing them a knife and saying “cooking! you just do it!”

<mchua> “there’s nothing preventing you from making a perfect roast chicken right now! all the tools are in front of you! all the ingredients!”

<mchua> “But I don’t know how to turn on the oven or use the knife to chop things!”

<polyachka>

<mchua> However, professors are masters at turning complicated subjects into scaffold pathways that students can learn along.

<polyachka> I’m laughing here like crazy

<mchua> The good professors, anyhow

<mchua> So it’s my hope that by working with these professors – if they figure out what sort of resources, guidance, support, teaching, etc. their students need to get started in these projects

<mchua> those same resources and scaffolding and learning-pathway will be useful to other folks as well, other newcomers.

<mchua> And to answer your earlier question, I would say that I was interested in open source first, and then OLPC/Sugar followed from that – but also that OLPC was the first time I was actually an open source contributor, rather than just a user.

<mchua> I started using open source software when I was 14 (a bunch of my high school friends invaded my room one evening with Debian install floppies) and wanted to contribute back to it but couldn’t figure out how.

<mchua> I was intimidated, none of the projects I contacted were responsive, I basically tried to contribute for 6 years but couldn’t figure it out – it was very discouraging, I thought it was because I wasn’t “good enough” to contribute to open source.

<mchua> And that’s why I’m now working so much on the newbie experience, working to help people get started… because I know how it feels to be stuck like that.

<mchua> It’s not that you’re not good enough, it’s that you haven’t found the right mentors, the right entry points, nobody’s told you about the culture, the way of thinking and doing things.

<mchua> I love working with open source communities because they’re where the passion is – these are people who are in a project for the love of it, for the most part – not because they’re being forced to do it for a living; it’s wonderful to work with people who love what they do and really believe in it.

<polyachka> and how long did you work for OLPC?

<mchua> … complicated question. As a full-timer, just under 4 months. Combined full-timer and intern, maybe… 8-9 months? It wasn’t continuous.

<polyachka> and after that?

<mchua> I think I still hold the record for “person who’s held the most number of official titles at OLPC.” I was a content intern, then a grassroots intern, then a QA/Support engineer…(but I also worked other places in-between my OLPC internships – I wanted to see more of the world.)

<polyachka> did you go to Red Hast right after?

<mchua> My next job after OLPC was Red Hat, yes.

<polyachka> what is grassroots intern?

<mchua> Grassroots was community-building, basically. Encouraging groups in different areas of the world to start their own little OLPC projects. You’re a student? Great, start a campus club and get some classmates to help you repair broken XO’s, that sort of thing.

<polyachka> was it hard?

<mchua> Oh, it was hard work – but again, easiest thing in the world to get people who want to do work, to do work.

<mchua> Getting things out of their way so they could do that work – that’s challenging sometimes, but everyone’s always so excited that it always feels worthwhile.

<polyachka> in what cities/countries did you do it?

<mchua> For OLPC… let’s see. A lot more happened remotely than I was able to travel to in person – I did almost all of it online.

<mchua> But physically, within the US… Bellingham and Seattle, WA – Aurora and Chicago, IL (where myself and a number of other students started up an actual office downtown – that was an adventure)

<mchua> http://wiki.laptop.org/go/ILXO was the Chicago office, and if you imagine a bunch of 13-22 year old kids getting together an office on their own, running community events from it, and such – that’s what we did all summer.

<mchua> Washington DC, New York, Rochester, and of course Boston. Taipei, Manila… I really didn’t go to places specifically to do Sugar/OLPC stuff, I just did stuff wherever I happened to be.

<mchua> ILXO was fun; that was myself and Nikki Lee, Andrea Lai, Chris Carrick, Melanie Kim, and Mia Kato. It was a real learning experience. For us and for the local community.

<polyachka> what was it?

<mchua> That was the Chicago grassroots office.

<mchua> Well, there were all these teachers and parents who were interested – all these adults who wanted to learn about OLPC and Sugar and the XO …and we’d show up, and – for instance, once we were asked to do a workshop at a library, and Mia and Melanie volunteered to do that. So I dropped them off at the library, and they walked into the middle of this room of parents, and they started presenting.

<mchua> “Wait, how old are you?”

<mchua> “I’m 13, she’s 12.”

<mchua> It was a big role reversal for most of us, since we were used to being students taught by adults like that.

<polyachka> so right now your connection to OLPC/Sugar is projects that you get professors involved into, right?

<mchua> And yes, right now my main contribution to these projects is getting professors and their students involved in them.

I’m doing research on happiness. Please, take Happiness Survey, which should only be a minute of your time!

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You can complete the survey anonymously or include your email address in the last open text answer and participate in the raffle. The deadline is March 14, and the winner will be picked randomly from all participant’s emails and announced on March 15. The winner will get a gift certificate that will make him/her happy!

Please, feel free to forward this link to all your friends.

Thank you!

Marina

<mchua> The Fedora, Sugar, Fedora+Sugar focus is definitely an artifact of myself and Sebastian spending so much time on POSSE, because that’s exactly the intersection of the two communities we work in.

<mchua> Well, Fedora is a Linux distribution. It’s an operating system, and its mission is not education, but instead to rapidly advance Free Software (and content) as much as possible. In part by making it easy for people to run and get their hands on the good stuff – trying to make our packages as up-to-date and close to upstream as possible, that sort of thing. The two projects intersect in Sugar on a Stick, which is a Fedora spin. Which means that it’s a custom Fedora version that’s designed to boot Sugar by default and run Sugar activities.

<polyachka> to me Sugar is for children, is there anything similar to it but for adults, like college students and above? I mean from the user perspective

<mchua> Well, if you’re looking at Sugar as a platform with open and extendable tools that people can use for learning… I would say that really, any open operating system can serve that purpose for older folks.

<mchua> I used Fedora myself in college. And the community is also really supportive of newcomers, encourages people to learn and play and explore.  (this isn’t limited to Fedora – lots of other open source projects have great supportive communities too!)

<polyachka> where did you go to college?

<mchua> In Needham, Massachusetts, which is a suburb of Boston. I attended Olin College (http://olin.edu) which was brand-new at the time, I was in their second-ever graduating class.

<polyachka> and what was your major?

<mchua> My major was somewhat arbitrary – I couldn’t decide, so I used a dartboard to decide for me. But the dart landed on “Electrical and Computer Engineering,” so that’s what my degree says.

<polyachka> so how did you get into the project with Elsa?

<mchua> It’s actually where I learned a lot of the ways of thinking that have come in handy for me in open source. I was the first Oliner who got involved in OLPC.

<mchua> Nikki Lee came along shortly afterwards, and she started the club that got Elsa Culler and others involved.

<mchua> Ian Daniher and Sebastian Dziallas did a sort of reverse migration, getting involved in OLPC and Sugar first, and finding out about Olin through that, and now they’re both students there.

<polyachka> when did you get involved?

<mchua> I started becoming an active contributor when I was 20 – my senior year of college, very start of the spring semester… so that would be January, February, 2007.  Just kept on showing up at the office in Cambridge pestering people for things to do.

<mchua> I realized the engineers there were all overworked and couldn’t handle volunteers much, but that there was this army of engineers who wanted to volunteer help, and a bunch of work (Activity creation, for instance) that wasn’t getting done.

<polyachka> and what did you do?

<mchua> So the first big thing I did was to organize the first OLPC Game Jam, which was at Olin the summer I graduated.

<mchua> http://wiki.laptop.org/go/Game_Jam_Boston_June_2007

<mchua> It was a win-win for everyone; the volunteers showed up, the engineers showed up and taught everyone how to make Activities, and by the end of the weekend we had a bunch of volunteers who could make Activities. And they went on to teach others (Wade Brainerd, one of the original volunteers from that Game Jam, went on to be the first leader of the Activity team, and so forth).

<polyachka> that is really cool

<mchua> It’s just about unblocking people who want to do good stuff, that’s all. Easiest job in the world. You’re letting people who want to do work, do work.

<polyachka> I couldn’t agree more!

<mchua> Well, a little after that – I kept showing up at the office in Cambridge, sitting there and working on whatever seemed most useful… at some point, Walter Bender (who was still OLPC’s president at the time) walked up to me and said “here, sign this, we’re going to hire you… and can you go to Taiwan in two weeks?”

<polyachka> sounds great to me! 

<mchua> So that’s how I started my official tenure at OLPC – right after I signed my internship papers I jetted off to represent OLPC at Wikimania in Taipei. They brought me on full-time later as a QA/Support engineer.

<mchua> Things like “release early, release often” – in academia, you keep your paper private until it’s *completely* polished, you don’t want to show it to anyone before then.

<mchua> So it’s hard sometimes to break professors of that habit.

<polyachka> what else?

<mchua> Or the “ask forgiveness, not permission” mentality – people are so used to being assigned work, asking what to do, that it’s weird for them (professors and students both, sometimes) to realize that they’re supposed to come up with their own ideas and just start *doing* them.

<mchua> The radical transparency is a big shift. ”Begin with the finishing touches,” as well. Oftentimes in academia you get credit for 100% original work – so you always, always start from scratch… instead of finding the existing code someone else has written that will do 90% of what you want, and then tweaking it until it does the rest.

<polyachka> don’t they want to get credit for their work, and in open source it is not that clear who created what?

<mchua> Oh, in open source it’s *extremely* clear who created what. Every single commit, every line I change in a wiki, every sentence I say in a meeting – all that is logged, and it’s clear *I* said it.

<mchua> Professors have reported that it’s actually easier to grade open source work. For instance… there was a group of co-op students at RIT making a math game Activity. And their professor asked me to grade their work, as an external evaluator.

<mchua> Now, I’ve done grading before… I was a TA throughout college, and it’s usually this horrible tedious messy thing. But these students had done their work right on git.sugarlabs.org, they’d kept their documentation on the Sugar Labs wiki. So all I did was pop into the git logs – http://git.sugarlabs.org/project-xavier – and poof, there was *every* line of code every student had written… I could go in and look at coding style, cleanness, difficulty of the modifications, etc.

<polyachka> so you do get to interact with students too, not just professors

<mchua> Yeah, sometimes I’ll go visit classrooms. One of the perks of the job.

<polyachka> tell me about that project with Remy

<mchua> That project wasn’t with Remy – I think he had just started at RIT back then.

<polyachka> is it a big open source community at RIT?

<mchua> It’s pretty big compared to most other schools. Seneca and OSU have larger open source groups (in terms of professors who specifically teach open source participation and students actively working on getting involved in projects – open source as an explicit aim there) but they’ve also been doing it for a bit longer.

<polyachka> how many students participate in open source projects there?

<mchua> I… don’t know how many students, you’d have to ask Remy or Steve Jacobs or Dave Shein (or one of the other professors) for that.

<mchua> The neat thing about the Teaching Open Source community, though, is that you find these professors all over the place. There are these little pockets of open source activity – oftentimes just one professor thinking it’s the right thing to do – and it’s amazing to introduce them to each other because all of a sudden, “aha! oh, I’ve handled that before in my class, let me tell you how…”

<polyachka> so what other open source projects do you get professors involved into, besides Sugar

<mchua> Other than Sugar, it’s largely Fedora – or the intersection between Sugar and Fedora.

<mchua> Those are the two I spend most of my time in, and therefore the ones I’m best at getting others into… but we stress that we’re teaching general skills and tools and cultural principles, that the aim is for them to be able to get students into *any* open source project.

<mchua> So they might leave the workshop and think “okay, I want to get involved in GNOME because they do some great accessibility work that’s an interest of mine.” Or “well, I’m more of a hardware person, maybe I’ll do some beagleboard stuff with my students.” And that’s great – we don’t want to limit people to just two projects!

<polyachka> Good morning! Where are you now?

<mchua> I’m sitting in Raleigh, NC at the moment. I tend to move around a lot, though.

<polyachka> and where is your home?

<mchua> The internet. I don’t really have a place I consider a (geographic) home base at the moment… been moving and traveling quite a bit. I’ll be settling a bit more in West Lafayette, Indiana this summer to start my engineering education PhD studies at Purdue University, though.

<polyachka> but where did you go to high school?

<mchua> Aurora, IL. I lived away from home for high school; it was a residential public magnet – my family didn’t live in Aurora.

<polyachka> by traveling you mean going from one project to another for Sugar?

<mchua> Oh, my travel isn’t for Sugar events these days. Mostly for work, and to see family and friends on occasion.

<polyachka> what do you do for work?

<mchua> My dayjob is working for Red Hat’s open source community team; I’m responsible for the company’s education strategy.

<polyachka> interesting

<mchua> So I work with professors who are getting the students in their classes involved in open source communities, and help them figure out how to do that. One of things I do is teach summer workshops for those professors – many of them have never been open source contributors themselves, so during the workshop we have them go into an open source project and make a contribution of their own.

<polyachka> how many people work for Red Hat?

<mchua> I think somewhere around 3,200 worldwide at the moment…

<mchua>Last summer, one of the workshops we ran (in Worcester State, Massachusetts) featured Sugar Labs as the community to get involved with. And Peter Robinson and Walter Bender were my co-instructors, with a lot of remote support from Sebastian Dziallas. Professors were patching Walter’s “Abacus” Activity, editing Sugar on a Stick documentation and using it for testing – good stuff.

<polyachka> so is it a big trend for professors- to learn about open source? Surprising, as all they publish is not open source…

<mchua>  I wouldn’t say it’s a “big trend” yet, but we’re hoping it will be. It’s certainly a growing movement. There are professors who contribute to open source as a hobby, and there are professors who research open source as a career.  So it’s not just CS professors – economics, sociology, etc. researchers look at our communities as well. Apparently we’re rather fascinating.

<mchua> And open source communities have characteristics of a lot of things they’d like their students to experience – real world projects, distributed collaboration, things for building their portfolio, etc.

<mchua> The Teaching Open Source (TOS) community, http://teachingopensource.org, is a gathering of these professors and open source community members working to support them – great group, the Worcester State crew from the Sugar workshop hangs out there as well. (It’s an open community that centers around academic rather than code projects, basically – everyone’s welcome to join.)

<polyachka> what was your favorite workshop?

<mchua> My favorite workshop would have to be POSSE – that stands for Professors’ Open Source Summer Experience.

<polyachka> where was it?

<mchua>It’s been taught a number of times. The first time was in Raleigh in July 2009. It’s been to Singapore, Cape Town… I taught the last one with Sebastian Dziallas in Doha, Qatar.

<mchua> Yeah, he and I have been revising the curriculum for the past year or so to make it more scalable and understandable (and teachable by people who aren’t us).

<polyachka> where is Sebastian from?

<mchua> He’s from Germany, but is currently studying in Boston. You should interview him, actually – he’s the guy behind Sugar on a Stick. (and started Sugar on a Stick while in high school.)

<polyachka> so any favorite topics for workshops or projects?

<mchua>In terms of workshop topics… the most difficult thing for professors is not learning the tools – they already know how to develop software and all that stuff, some people already know what bugtrackers are (some don’t) – the hard part is the culture.

<polyachka> how many people are in one workshop on average?

<mchua>On average I’d say we have between 8-15 professors in a workshop. Local open source community members swing by, though, so when we all go out to dinner we’ll have 15-20. I think of the workshops as cultural immersions – open source communities have weird quirks that sometimes we forget the rest of the world doesn’t know yet.

This work is licensed under Creative Commons CC-BY  http://creativecommons.org/licenses/by/2.0/

Every week you will learn completely new tricks about how to build local edutech community, during our global audio/chat calls, that you will be able to use the rest of your life. I want to give out a red XO every week to the local who most vividly/authentically communicates her/his on-the-ground accomplishment, experience, eye-opening trivia (or quite simply photography) onto http://olpcMAP.net , til they run out!  Or will they

*VERY* preliminary schedule follows — dates and 4PM EST/EDT Sunday timing will both change if we can hopefully accommodate the “doer” country/group’s request:

    Feb 27 – Southern California Meets @ http://socallinuxexpo.org/scale9x : How it All Comes Together
                    http://olpcMAP.net?go=southern_california
    Mch 6 – OLPC France: How to Build a Volunteer Network that LASTS
                  http://olpcMAP.net?go=france
    Mch 13 – Franxophonie.org on Africa: Gabon, Cameroon, Mali, Senegal
                    http://olpcMAP.net?go=cameroon
    Mch 20 – eKindling / Philippines Island-Hopping Expansion?
                    http://olpcMAP.net/?go=philippines
    Mch 27 -  Kenya’s Extensive Community Deployment Fabric
                     http://olpcMAP.net?go=kenya
    Apr 3 – OLPC Austria
                 http://olpcMAP.net?go=europe
    Apr 10 – Washington DC’s olpcLearningClub.org & Sugar Labs DC
                   http://olpcMAP.net?go=maryland
    Apr 17 – OLPC Deutschland
                   http://olpcMAP.net?go=germany
    Apr 24 – Ghana: Princeton Engineers w/o Borders Build a Broad-based XO Library
                   http://olpcMAP.net?go=ghana
    May 1 – Rural Uruguay: do the Rural Poor really want Internet?
                  http://olpcMAP.net/?go=montevideo
    May 8 – Urban Montevideo: Are We There Yet?
                  http://olpcMAP.net/?go=uruguay
    May 15 – Jamaica: Teacher Training Truisms (you think you know, but don’t)
                    http://olpcMAP.net?go=jamaica
    May 22 – Lifelong Learning in Haiti: How to Fight the Good Fight
                    http://olpcMAP.net/?go=haiti

Those who share the very most creative stories of grassroots/community accomplishment will receive a RED XO, as a month+ ago here, when so many similarly unknown talents were shared here: http://wiki.laptop.org/go/OlpcMAP/Trivia_Contest

In 2009 Caryl Bigenho took the pioneering initiative of building the 1st known /local/ (and lowercase ) olpcMAP, showcasing ~10 Sugar/XO projects — long before olpcMAP.net itself reached 500 volunteer/projects — crystallizing and catalyzing a community now made up of well over 100 Southern California volunteers:

     http://j.mp/erEQQJ
     http://lists.laptop.org/listinfo/olpc-socal
     http://wiki.laptop.org/go/Southern_California_OLPC_Projects

*Thanks OLPC Southern California OSSIE (Open Source Software in Education!) *We’ve come a long way Babe!

Now, on Sunday 1PM PST (that’s 4PM EST) we’re coming together to reinforce Caryl’s extensive+amazing “glocal” mentoring of projects around her city, and around the globe.  Much of this work done silently around http://wiki.laptop.org/go/Contributors_program and not yet recognized by anyone at all!  And she’s not the only one.

So our “barn raising” will introducing new larger LA/Southern Calif edutech volunteers to the next level here — to each other — and to each others’ projects we’ll work together to showcase here:  http://olpcMAP.net/?go=southern_california

In preparation for Feb 25-27′s quite huge SCALE / Southern CA Linux Expo:  http://www.socalLinuxExpo.org/scale9x/

     Sunday Feb 20, 1PM PST  (4PM EST) +1 866 213-2185    or    +1 609 454-9914
     Access Code: 1671650# Backchannel:     http://forum.laptop.org/chat

Sunday we’re all about to learn how far we’ve come, with OLPC/Sugar/edutech with along our favorite Hollwood iBoulevards &
iHighways — next week we’ll be hitting the longer road exploring a new city/region each week, so think hard about those Sugar/OLPC teachers/kids projects in your own town that have done phenomenal stuff, WHY YOUR CITY IS DIFFERENT, and most important the secret dad/sister/mentors behind the scenes who deserves their fair shake /quiet honor around our global community map at long last (lowercase+UPPERCASE )

Those who share the very most creative stories of grassroots/community accomplishment (whether told already in http://planet.laptop.org and http://planet.sugarlabs.org) or not, will receive a RED XO, as a month+
ago here, when so many similarly unknown talents were shared here: http://wiki.laptop.org/go/OlpcMAP/Trivia_Contest

Exactly one year ago I was in Vietnam. About two weeks ago, I wrote an email to my students at Ba Chieu in Saigon and sent them a card to congratulate them with New Year of Rabbit! I received two emails back from Bi and Hanh. I was glad Hanh wrote in English or translated her letter into English with Google Translate, so I could understand the meaning very well.

Hello Marina!
I am happy to receive your mail you, thank you about the pictures, it was very beautiful. How is the knife? How are you? all is not favorable?
You know now there are more changes that, and Thao, Truc, Huong skin no longer with us anymore, and there is a lot of new kids on with us. I hope someday you can come visit us again as the days past are happy with us.
New Year, wishing the men that a lot of fun and always smiled. all good things will come to you most.
miss you very much.
Hanh

I was really concerned about three girls who are no longer in the shelter, and I immediately wrote to Hanh asking where the other girls went, to Andy, who is  a VPV local volunteer organization coordinator, asking him to investigate what happened. I also wrote to Kris, who was a volunteer just like me, who lives in Spokane, WA, and who is going to Vietnam again  this year to teach children English in another shelter. I asked her to bring presents from me (which I mailed to her) to my students at Ba Chieu shelter and to find out about missing girls. She will be flying to Saigon next week on Thursday. I also did some research online to learn more about Mai Am Ba Chieu and that is what I found:

Bà Chiểu Home
Add: 149/1 Nguyen Van Dau, Ward 11, Binh Thanh Dist, HCMC
Tel: (+84). 85.150.556
The Ba Chieu Home for disadvantaged and homeless girls in Ho Chi Minh City was set up in May 1996 with initial funding from the New Zealand Embassy. It is administered by the Women’s Charity Association of Ho Chi Minh City, a voluntary, non-governmental organisation set up in 1989 under licence from the HCMC People’s Committee. After the first two years, the Embassy could no longer fund operating costs, so I have organised fundraising and private donations mainly from New Zealanders and New Zealand businesses with a Vietnamese connection ever since.

Mai Am Ba Chieu (MABC)　 

Mai Am Ba Chieu is an open house for street children and little girls without parents’ care. It was established in 1998 and twenty children, at the age from seven to sixteen are living in it. Before NVC‘s gathering money through PR at TV and constructing the current house, there was just one room. It should be mentioned that WOCA offers land and Ambassador of New Zealand sponsors for Mai Am Ba Chieu. It is a model open house in Ho Chi Minh City and many volunteers from overseas and the members of Embassies visit there. This is one of the successful projects which NVC sponsored as the facility constructions. Twenty girls live in MABC in 2001, seven high school students, five junior high school students and four trainee of national factory.　　They used to be street children, who had lived on collecting garbage, begging and selling them. They have to leave MABC to society at the age of seventeen or eighteen, so they are job-trained in MABC. Some of them will be able to go to college by the scholarship of NVC.

 Please, also see Video 1 and Video 2, and one more Article about a New Zealander Celia Caughey, who helps Ba Chieu Shelter.

What: Class to train adults to train teachers/create content with E-Toys

E-Toys is a childrens’ programming environment used extensively around the world including Haiti with Waveplace.org.

Who:  Techies interested in education, Educators interested in technology.

We are working on a project at the Haitian Coalitian and the Clarendon Hill Apartments housing project in Somerville, and we need your help! Read on if you’re a techie, teacher, Haitian translator, or anyone else who’s interested in educational software.

The focus of this class is an educational program called eToys – I’m sure many of you have heard of it. For those of you who haven’t: eToys is a multifaceted program that is currently being used in courses in Haiti on XO laptops. With it, kids can learn basics of programming, animation, and logic, but it’s so much more than that. Waveplace has created an innovative curriculum that extends eToys to virtually every subject…math, science, social studies, even language arts.

Teach Kids in Somerville: Our goal is to run our own eToys classes for children here in Somerville. For the kids of all ethnicities at the Clarendon Hill Apartments, we want to run an eToys course on storytelling that will use a similar curriculum to that being taught in Haiti.  We have donated computers for the students to use.

Teach volunteers who will be going to Haiti this Summer: We would also like to run a series of classes for those interested in traveling to Haiti to do their own training – namely adults at CHA and possibly local high school students. That’s where Sprout comes in – we need your help to run these “train the trainer” sessions! These trainers would then bring their knowledge to Haiti to enrich childrens’ education.

Create Curriculum for Haiti: There are a good number of curriculum units available and being used in Haiti with E-Toys, but the need is extensive!  Curriculum needs to be written, turned into interactive E-Toys projects, and translated into Haitian Creole.  Somerville has a wealth of people with each of these skills. We would like your help bringing them together to provide free educational materials for children in Haiti.  All content will be under open licence and will also be available to be translated for use in other countries, and of course here in Somerville!

Learn More about E-Toys and the Existing Curriculum:  You can find examples of existing curriculum and students’ projects at an Illinois school here: http://etoysillinois.org or some tutorials from Waveplace here: http://waveplace.com/resources/tutorials/.

We will be running an eToys training class soon for anyone interested in learning more about eToys or working with us and the Haitian Coalitian. You’ll get to learn how to use basic eToys functions, from creating sketches to animating them by using scripts. You can even create your own games – eToys is LOTS of fun! You will also learn more about education work in Haiti through organizations like Waveplace and locally with the Haitian Coalition.

When and Where? Soon and in Somerville! We will be working with interested people to figure that out.  Please contact me at redfern.derek@gmail.com or Caroline at caroline@solutiongrove.com if you’re interested.

Thanks for your help!

Derek Redfern/Caroline Meeks
–
Caroline Meeks
Solution Grove
Caroline@SolutionGrove.com

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 Hello,
 I recently spent 3 months volunteering in a small school in Siem Reap, Cambodia. The school is a Not For Profit run by an NGO.
The school is about to celebrate it’s first birthday and has already  made a huge difference to the lives of the wonderful children who go there. I would love to see the children with your computers, while they are learning so much now there is a desperate need for books and educational materials. I am concerned that the children only get to  look at books while at school and have often thought how much more quickly they would develop if they could work at home as well.
There are currently 140 children at the school and most of them are under 12. I know that they would be extremely grateful for the computers and make very good use of them. Is it possible to apply for a donation of the computers to the school and if so how do I go about it?

Kind regards, Lindy

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Dear Lindy,

How wonderful of you to think of a present for the school in Cambodia. Please, remember that everything in life is visualized first and then becomes real. If you really want to make it happen and you work on it, it will come true but you need to know what the steps are.

While OLPC doesn’t offer donations, it mentors along the process. The main steps in the process are:

1. Make sure the school is ready to handle the project  
2. Raise money to buy computers
3. Find volunteers to provide training to teachers
4. Enable on-going support
5. Develop curriculum to teach

More detailed:

1. The school has to  have electricity and teachers willing to commit to learning computers and teaching them (extra load for teachers) plus other resources, including on-going financial (teachers salary).
2. You can always create a project plan and post it on Kickstarter.com to raise money to buy computers (maybe not all 140 at first, you can always start with lower number to test it out). Several on-line fundraising sites are good for that.
3. When you have the computers you will need to find volunteers, who will teach the teachers at Cambodian school how to use computers, so that teachers can teach children year-round.
4. You will also need to have someone on your team of volunteers who knows how to fix computer when kids break them and have spare parts ready, also provide support (repair, technical support, teacher support, maybe long-distance).
5. The last thing will be to develop curriculum and be able to revise it as software changes rapidly.

See more deployment guides on http://wiki.laptop.org/go/Deployment_Guide

You can’t just give XOs (OLPC computers) to kids without giving thorough instructions, as XOs have their own unique software. Also unsupervised, children lose interest in developing their skills, so teacher guidance is needed…

We will post similar instructions and sample project plans on http://olpcMAP.net that we created especially for people like you. The map also serves as a tool for communication with other volunteers and current deployments, so that you can contact them and learn from their experience. Feel free to look up schools and volunteers in Cambodia. If you collaborate with them, maybe you can combine or share resources.

Last year I volunteered in Saigon, Vietnam for three months teaching children in a shelter how to use XO computers, they have only 5 XOs and it was still a lot of work. I had to have a translator, set up Internet connections, educate teachers who were not interested in teaching, and deal with children’s resistance to be motivated to have after school classes, not integrated into their school curriculum.

I also went to Seam Reap and helped an NGO to demonstrate three XOs they have. Unfortunately, those XOs are unused, because teachers didn’t receive training  plus the school doesn’t have electricity to run computers, never mind money to pay teachers to give computer classes.

If after reading all above mentioned you are determined that you can make it happen and run the project well, you should pursue it.

Also, if you first want to try yourself as a volunteer, you can help an existing deployment, acquire skills needed and then implement OLPC computers in your school in Cambodia.

Let me know if I can help you with anything else.

Sincerely, Marina.

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Dear Marina,

Thanks so much for your reply. I was actually going to send an email back with the question – how do I make it happen? – you have answered before I had a chance to!

As you say, visualizing it is the first step. I would love to make it happen so I’ll have a really good think about it and see if it can be done.

While I’m really keen to go back and volunteer again I’m not good with computers myself but I’ll do my best to search out for some people who are.

Thanks for your encouragement.

Kind regards, Lindy

Reach beyond existing demand

So what we did: we gathered feedback from customers and non-customers (i.e. volunteers and non-volunteers) to learn what we can help them with.  Their answers were:

- easily find volunteer opportunities on the website,

- if they inquire – to hear back quickly and

- be helped with finding flexible opportunities that match their availability plus

- get trained;

- then people want to meet in person, share ideas and each other’s stories to get inspired;

- they want to be treated as valued individuals 

- and have purpose to feel useful and appreciated.

Get the strategic sequence right.  So after we looked across paths to discover possible blue oceans, constructed a strategy canvas that clearly articulates our future strategy, and via survey learned how to aggregate the largest possible mass of buyers for our idea, the next step is to build a robust  model to create value for the users.

Sequence of buyer utility, price, cost and adoption. What is the value or compelling reason for users to use it? In short: what needs of customers do you satisfy compared to others or before?

The buyer utility map (customer productivity,  simplicity, convenience, risk, fun and image, environmental friendliness) vs. buyer experience cycle (purchase, delivery, use, supplements, maintenance, disposal)  – all 36 possible combinations to think through… From utility to pricing… Competition is almost eliminated when exceptional utility is introduced together  with great price…

Here we learned that we can offer convenience, simplicity and fun by helping our users to find each other easier and share their thoughts via olpcMAP, also resolve issues and questions.. by making help transparent and hence easy to answer as according to “six degrees of separation”, when you connect to bigger number of people, you have access to more problem-solvers … Also the importance of being part of the group of people who share your views and passion supersedes many other worries people have.

Now it is scary, it is disruptive as no one knows if it is successful or not… Here comes Adoption matter and the need of educating all: employees, business partners and general public that this new strategy will work…

The organisation sponsors 90 children through secondary school and a further 11 ‘ayudantes’ (or helpers), who work full-time for La Esperanza for US$80 (about €60) per month in return for being sponsored through University at weekends.
My job involved making videos of the volunteers at work, organising the weekly volunteer meetings, and bringing computers out to the schools where the joy of the youngsters was overwhelming.
Early on, I learned the value of acceptance and patience when an attempted Skype link-up with an American school failed. The children, so full of expectation earlier, just shrugged their shoulders and got on with things. In the Third World, things we take for granted here in Ireland don’t always work out.
For six weeks, at the same time every week, we tried to get the connection going until, almost magically, it all worked out and, finally, the little seven and eight year olds got a chance to share their experiences and life stories with youngsters in St. Louis. They took such joy out of sharing their names, favourite colours, food, or animals with the children in America.
I would have given up, but one of the more experienced volunteers taught me the importance of quiet determination. Week after week, she tried to get the connection up and running. The joy on the faces of the children was infectious when we finally got it going. It made the long wait worthwhile.
Some of the classes contained up to 60 children and most of our volunteers were assigned to work with four or five children who were identified as needing a little extra help each day. It was remarkable to watch how the bonds grew between the youngsters and the volunteers, who were mainly from Europe and North America.
In Nicaraguan schools, there is very little competition between the students. The brightest two or three answer for everyone and it does not take long for the weaker pupils to be left behind. Volunteers are required to have intermediate Spanish and to give a two month commitment to working with La Esperanza.
The volunteers gave the children, many from large or single parent families, the personal attention they craved and the parents provided unbelievable welcome when we visited their houses for afternoon homework clubs. They might have had very little, but they were generous to a fault at times.
For the children, the ‘ayudantes’ were wonderful role models. They work in their local primary schools every day, liaising with the teachers, assisting the foreign volunteers and, most importantly of all, showing the children that there is no limit to what they may achieve.
They brought home the true value of education, something I had always taken for granted, to me. To see how these 20-year olds only wanted to become teachers, to help the children in their own deprived neighbourhoods, and also to see the light of recognition in the children’s eyes when they learned something new.
I could not get over how much fun there was in the La Esperanza office and how much hope these impoverished youngsters had for the future. Hardly any children from their communities had ever attended University before. Their optimism seemed to be in marked contrast to the despair back in Ireland whenever I checked the news from home during the IMF ‘bailout’ in November. That even made headlines in Central America!
It was humbling to note how much pleasure the staff took from a simple meal out in Tip-Top, the Nicaraguan equivalent of Supermac’s, in my last week. For these young people, eating out is a rare luxury they might get to enjoy just once a year.
Living in the city for three months was a great way of improving my Spanish, as I was even able to take private lessons for US $3 per hour.
It was also a great way of making friends with people from all over the world, including Germany, Spain, France, the USA, and the UK. There always seemed to be a party on in one of the four volunteer houses and there was an incredible range of ages among my colleagues, from fresh-faced 18-year olds starting out in life to retired teachers in their 60s who brought huge expertise to the schools.
We socialised together on La Calzada, the city’s beautiful pedestrianised street, and organised trips away at weekends. In late November, there were a lot of emotional farewells at the end of the Nicaraguan school year.
Living in Nicaragua taught me that there is great joy in helping others and that the poorest people on the planet deserve to have some hope. The locals reminded me of the importance of community and friendship, the extended family, taking my time, and how to have fun with very little. Lessons to be treasured in these troubled times.

Help Section:

1. FAQ in pdf format and available via search (magic archive).

We can identify 20-50 most frequently asked questions from volunteers and XO/Sugar users that we get through RT and write them down with best possible answers maybe even with images. We also should  try to expand Nick’s initial write up, Mark Battley/Nancie Google Doc and other possible questions in story telling format. Then we’ll combine them in a pdf doc and also into the map so people can type the question in Search and get the answer via magic archive. It will also help transfer part of the support gang/RT work to the map and triage questions.

2. Answers by Live Caring Humans.

This part is for support gang to answer questions not frequently asked or very specific, related to certain topics requiring great share of expertise.   I think it will be much better in quality than yahoo answers as our support gang volunteers are more qualified in EduTEch area and it will be an opportunity for them to build public recognition as experts, if they want. Questions and answers could also be anonymous or under nick names to preserve participant’s identity. We can feature the best question of the week…

Meeting Place/Intersection:

1. Forum.

Discuss topics, new articles, olpcnews themes, any news, events, videos, etc. All that is happening now on support gang list, but has 100% value not only for 200 people on the list but whole OLPC community worldwide no matter what home country. That is the way for them to keep up to date on news/release, see and post comments.

2. Lampost.

a) “half-baked ideas” per Nick – Encounters/Treasures… People who have ideas but need either advice, partners, resources or something else… (example, someone wants to start a deployment in Laos and looking for sponsorship, etc.)

b) List of Volunteers, similar to Craigslist.org format…with possibly several fields to fill in and short intro what they are looking for (length, type of work, location, paid/non-paid, contact info)

c) Offers of grants, jobs, internships, etc.

 3.Global Calendar.

Upcoming events world-wide, markers can post their event here freely…

Very open questions:

How can we do multi-language support? If someone knows a better answer to the question in Help, should we prompt people to post it via olpcmap.net/share? When a question is posted for live caring humans, should it be emailed automatically to the right people, who sign up to receive those and answer by topic/area (potential ambassadors/mentors/SMEs)? In order to participate in discussions,  how do people identify themselves - with their email, marker  id or anonymously? Should some questions be answered off-line or all be on-line? Please send us your ideas as we are still working on the design of these pages. Thank you!

Boston’s http://Haitian-Coalition.org  joined  OLPC_Boston monthly community meeting to discuss EduTech plans (OLPC, Sugar, http://open1to1.org, etc.) emerging in Somerville Massachusetts, as well as the 400 OLPC laptops shipping to Haiti shortly. I joined the meeting at the very end, but I was present when Beth of Waveplace discussed eToy workshop plans for mentors to be organized both in Haiti and the US, and announced upcoming Mentor Workshop in St. John, US Virgin Islands May 23-June 3. Caroline Meeks offered partnership with Waveplace for training mentors.

Remote and In-person Participants from Haitian Diasporas:

Beth Santos, Waveplace Foundation

Franklin Dalembert, Haitian Coalition

Ryan Ansin, Every Person Has A Story

Chris Low, Matenwa Community Learning Center (group of Fayerweather teachers)

Benaja Antoine, Haiti Partners                                     

Gardy Mathieu, Entrepreneur near Cap-Haitien

Myriam Jeannis, UMass Dartmouth

Ryan remotely provided update Haiti in Transition—Watch Via EPHAS and revised Brochure EPHAS Brochure Proof_Rev3 regarding his trip beginning Sunday. “Every Person Has a Story” is exclusive documentarian for a couple thousand people moving from one of the American Refugee Committee’s main tent city.

“Hi all,

It was a real pleasure to see you all at the meeting.  Although my time with you there was very limited due a schedule conflict, I did enjoy being there.  I am impressed by the great work you are doing to help lift up my brother and sister Haitians.  We all share a common vision and have common denominator which is to help develop people’s potentiality to be productive by providing access to education, science and technology. 

Once again many thanks to you Adam, for coordinating this effort.  Bringing all these organizations together to network and share information is very important.

I would like to meet with those that are going to Haiti while I am there, we can probably visit some of the camps where the Haitian Coalition has been working. 

In solidarity, Franklin Dalembert”.

Thank you, Benaja, for this beautiful Haitian Painting!