<?xml version="1.0" encoding="UTF-16LE"?> <?xml-stylesheet type="text/xsl" media="screen" href="/~d/styles/rss2full.xsl"?><?xml-stylesheet type="text/css" media="screen" href="http://feeds.feedburner.com/~d/styles/itemcontent.css"?><rss xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:xsd="http://www.w3.org/2001/XMLSchema" xmlns:feedburner="http://rssnamespace.org/feedburner/ext/1.0" version="2.0"> <channel> <title>Autoimmune Responses</title> <link>http://www.futureofed.org/trend/Autoimmune-Responses.aspx</link> <description>Brittle hierarchies will continue to act in ways that seem institutionally rational but which further destabilize weak, inflexible systems. Faced with a score of bottom-up innovations, many traditional hierarchical education systems will adopt such autoimmune responses. These responses, usually acts of self-protection and risk-reduction, require immense resources and end up making the entire system less flexible. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;/strong&gt; &lt;ol&gt; &lt;li&gt;&lt;a href="http://www.openthefuture.com/2007/09/turning_the_body_against_itsel_1.html" target="_blank"&gt;Read Jamais Cascio's blog post &lt;/a&gt;and how "open source warfare" is affecting societies &lt;/li&gt; &lt;li&gt;Analyze how No Child Left Behind might be an auto-immune response &lt;/li&gt; &lt;li&gt;Start a discussion in your community about whether the banning of services such as &lt;a href="http://www.myspace.com/" target="_blank"&gt;MySpace&lt;/a&gt;, &lt;a href="http://www.facebook.com/" target="_blank"&gt;Facebook&lt;/a&gt;, &lt;a href="http://www.youtube.com/" target="_blank"&gt;YouTube&lt;/a&gt;, and &lt;a href="http://en.wikipedia.org/wiki/Short_message_service" target="_blank"&gt;SMS Text Messaging &lt;/a&gt;from schools is helpful or harmful to students &lt;/li&gt; &lt;/ol&gt; &lt;p&gt;&lt;strong&gt;Jamais Cascio, research affiliate at Institute for the Future and a blogger, talks about the responses we make to issues can often be more threatening than intended. &lt;br /&gt; &lt;br /&gt; &lt;/strong&gt;&lt;/p&gt; &lt;p&gt; &lt;/p&gt; &lt;embed src="http://www.youtube.com/v/kIBMaoiboZ4&amp;amp;hl=en&amp;amp;fs=1&amp;amp&amp;showinfo=0;rel=0&amp;amp;border=1" width="445" height="364" type="application/x-shockwave-flash" allowscriptaccess="always" wmode="transparent" allowfullscreen="true" /&gt; </description> <name>Autoimmune Responses</name> <atom10:link xmlns:atom10="http://www.w3.org/2005/Atom" rel="self" type="application/rss+xml" href="http://feeds.feedburner.com/Autoimmune-Responses" /><feedburner:info uri="autoimmune-responses" /><atom10:link xmlns:atom10="http://www.w3.org/2005/Atom" rel="hub" href="http://pubsubhubbub.appspot.com/" /><item> <title>Platforms for Resilience (Driver of Change)</title> <description>&lt;p&gt;&lt;strong&gt;Creating flexibility and innovation amid system failures&lt;/strong&gt; &lt;br /&gt; &lt;br /&gt; System shocks and disruptions in the arenas of energy, finance, climate, and health care are key forces of destabilization in this century. Institutional strategies that focus on resisting disruption and maintaining the status quo will not offer sufficient responses. Platforms for resilience - enabling responsive flexibility, distributed collaboration, and transparency - will allow institutions to meet such challenges through innovation, adaptation, and openness. As key points of convergence for health, learning, and environment, school communities will need to develop strategies for building resilience into their systems and for creating lightweight, modular infrastructures that can support the health and wellbeing of learners, families, and learning agents.&lt;/p&gt; &lt;ul&gt; &lt;li&gt;What kinds of partnerships, transparency, and networks will be critical for building resilient school communities?  &lt;/li&gt; &lt;li&gt;What kinds of shocks might the education system face in the next decade? &lt;/li&gt; &lt;/ul&gt; &lt;p&gt;&lt;strong&gt;More on This Topic&lt;/strong&gt;&lt;br /&gt; &lt;br /&gt; System shocks and disruption in the arenas of energy, finance, climate and healthcare are key forces of destabilization in this century. &lt;br /&gt; &lt;br /&gt; In particular, &lt;strong&gt;the effects of climate change&lt;/strong&gt; (extreme record heat and cold temperatures, natural disasters such as floods and tsunamis) &lt;strong&gt;and peak oil&lt;/strong&gt; (a point we have reached in which global oil reserves grow at a decreasing rate and costs to refine it become unaffordable) will create major adjustments in behaviors and practices.  Some school districts report that they have already spent their yearly gas budget midway through the year. And transportation patterns in many U.S. and European cities have shifted as a result of the increased price of oil, with ridership of public transportation options having increased dramatically. &lt;br /&gt; &lt;br /&gt; Over the next decade, &lt;strong&gt;severely constrained mobility will alter the shape of community life&lt;/strong&gt; as moving people and goods becomes too expensive.  Incidents of extreme weather will continue to test basic urban infrastructures around the world.  Combined with a volatile financial and credit industry, increasing chronic illness, and costly healthcare, &lt;strong&gt;communities globally will be tested for their ability to innovate ways to adapt to new conditions.&lt;/strong&gt;&lt;/p&gt; &lt;p&gt;Institutional strategies focusing on resisting disruption and maintaining the status quo will not offer sufficient responses. This is as true for educational institutions and policies as it is for health, financial, transportation and other utility infrastructures. &lt;strong&gt;Autoimmune responses - &lt;/strong&gt;those that seem to be institutionally rational but which actually further weaken inflexible systems - will characterize brittle institutions.  Many argue that NCLB and severe constraints on social media (such as MySpace) in schools has only made things worse.&lt;/p&gt; &lt;p&gt;In contrast, platforms for resilience - enabling responsive flexibility, distributed collaboration, and transparency - will allow institutions to meet the system shocks of the next century through innovation, adaptation, and openness.  As key points of convergence for health, learning, and environment, school communities will need to develop &lt;strong&gt;strategies for building resilience into their systems and for creating lightweight, modular infrastructures&lt;/strong&gt; that can support the health and well-being of learners, families, and learning agents.&lt;br /&gt; &lt;br /&gt; A core trend moving communities toward resilience is the emergence of &lt;strong&gt;smart localism&lt;/strong&gt;.  The combination of smart networking, data transparency, and bottom-up monitoring by engaged citizens using participatory media is shifting knowledge, power, and agency to the community.  .  &lt;br /&gt; &lt;br /&gt; Super-empowered learning agents who embrace smart networking and new civic literacies will facilitate the growth of &lt;strong&gt; shadow systems&lt;/strong&gt; in education - provisional learning communities, networks, and structures that meet local educational needs.   &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Learning grids - &lt;/strong&gt;networked, modular learning infrastructures - will contribute to resilient educational platforms.  For example, the UK s Open University  offers degrees and credentialing in many fields through low-cost open learning.  India's Hole in the Wall provides residents with the opportunity to walk up to computer screens situated in a public wall, allowing anyone to explore computer tools, applications, and online environments.  And an explosion of learning platforms such as iTunes University  is expanding the possibilities for developing anytime, anywhere, ad hoc learning.&lt;br /&gt; &lt;br /&gt; &lt;em&gt;&lt;strong&gt;Implications for Learning&lt;br /&gt; &lt;/strong&gt;&lt;/em&gt;Schools are a critical nexus where these forces of destabilization will converge to produce major challenges for school-age populations, their families, and the broader community. They can be undermined by lack of trust, poor communication, and limited knowledge and capacity development, or they can become more resilient, networked communities that discover and share how to sustain learning and wellbeing. &lt;strong&gt;Supporting creative interventions at the school community level&lt;/strong&gt; promises to position schools as centers of resilience.&lt;/p&gt; &lt;ul&gt; &lt;li&gt;&lt;strong&gt;Rapid prototyping of solutions, harnessing the collective intelligence of broad school community, and sharing successes and failures&lt;/strong&gt; will be critical for enabling stakeholders to respond appropriately to threats and create systems that serve the long-term learning goals of their community.  &lt;/li&gt; &lt;li&gt;Community audits from organizations and community initiatives such as DC Voice and Transition Towns, are examples of components of resilience platforms that can help communities &lt;strong&gt;generate the new solutions and patterns&lt;/strong&gt; that will sustain them in the face of challenges. &lt;/li&gt; &lt;li&gt;School decision-makers, community members, and educators need to think collectively about what constitutes the critical components of &lt;strong&gt;a flexible, modular learning infrastructure&lt;/strong&gt; that serves all children.  &lt;/li&gt; &lt;li&gt;&lt;strong&gt;Looking outside the formal system - &lt;/strong&gt;for example, in after-school programs, youth organizations, and community garden programs - might be a good place to start experimenting and prototyping resilience platforms.  &lt;/li&gt; &lt;li&gt;&lt;strong&gt;Creative use of new learning platforms&lt;/strong&gt;, such as cell phones, iPods, and other mobile devices, can help to create learning infrastructures that are  off the grid . &lt;/li&gt; &lt;/ul&gt; &lt;p&gt;&lt;strong&gt;5 Ways to Start Taking Action&lt;/strong&gt;&lt;/p&gt; &lt;ol&gt; &lt;li&gt;Establish educator-business partnerships to develop learning content &lt;/li&gt; &lt;li&gt;Learn about &lt;a href="http://www.ted.com/index.php/talks/dave_eggers_makes_his_ted_prize_wish_once_upon_a_school.html" target="_blank"&gt;826 Valencia&lt;/a&gt;, a tutoring center that started with 12 tutors and grew to 1400 in one community &lt;/li&gt; &lt;li&gt;Track South Africa's progress in its quest to create a nationwide &lt;a href="http://en.wikibooks.org/wiki/South_African_Curriculum" target="_blank"&gt;open curriculum&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Address structural barriers to hiring teachers with alternative certification &lt;/li&gt; &lt;li&gt;Use data-driven decision-making to assess student learning as well as the effectiveness of learning agents in supporting them &lt;/li&gt; &lt;/ol&gt;&lt;img src="http://feeds.feedburner.com/~r/Autoimmune-Responses/~4/zUCdOvr4EE4" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Autoimmune-Responses/~3/zUCdOvr4EE4/Platforms-for-Resilience.aspx</link> <feedburner:origLink>http://www.futureofed.org/driver/Platforms-for-Resilience.aspx</feedburner:origLink></item> <item> <title>Open Leadership and Sociability (Trend)</title> <description>Open collaborative platforms enable networked teams to self-organize and support ad hoc leaders. New connectivity tools support flexible, self-organizing networks. This new mode of collaboration sociability is best facilitated by building open platforms for leadership, which allow different team members to contribute when they deem most appropriate and effective. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Involve students in your professional learning community &lt;/li&gt; &lt;li&gt;Join or form a professional learning community, such as &lt;a href="http://www.classroom20.com/" class="jive-link-external-small" target="_blank"&gt;Classroom 2.0&lt;/a&gt;, to pursue ongoing professional development, support other educators, and organize with colleagues &lt;/li&gt; &lt;li&gt;Follow colleagues' activites and locations at &lt;a href="http://plazes.com/" class="jive-link-external-small" target="_blank"&gt;Plazes&lt;/a&gt; and &lt;a href="http://www.jaiku.com/" class="jive-link-external-small" target="_blank"&gt;Jaiku&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Contribute to or create a "citizen reporter" newspaper such as &lt;a href="http://english.ohmynews.com/" class="jive-link-external-small" target="_blank"&gt;OhMyNews&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Host an &lt;a href="https://www.collaborationjam.com/" class="jive-link-external-small" target="_blank"&gt;Innovation Jam&lt;/a&gt; to engage students and teachers in developing new ideas for learning &lt;/li&gt; &lt;/ol&gt; &lt;p style="margin-bottom: 0in"&gt;&lt;strong&gt;Chuck House, executive director of Media X, Stanford University's membership research program on media and technology, talks about the new skills needed for 21st century jobs.&lt;br /&gt; &lt;br /&gt; &lt;/strong&gt;&lt;/p&gt; &lt;embed src="http://www.youtube.com/v/qSFuZDc-7yw&amp;amp;hl=en&amp;amp;fs=1&amp;amp&amp;showinfo=0;rel=0&amp;amp;border=1" width="445" height="364" type="application/x-shockwave-flash" allowfullscreen="true" wmode="transparent" allowscriptaccess="always" /&gt;&lt;img src="http://feeds.feedburner.com/~r/Autoimmune-Responses/~4/DqKiQ_2NMBs" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Autoimmune-Responses/~3/DqKiQ_2NMBs/Open-Leadership-and-Sociability.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Open-Leadership-and-Sociability.aspx</feedburner:origLink></item> <item> <title>Games as Practice (Trend)</title> <description>Gaming platforms become critical training areas for work, problem-solving, and learning. A genre of  serious games  aimed at education, professional training, cultural immersion, cognitive fitness, and exploring ideas is expanding the practice of gaming beyond entertainment for youth. Games are not solely digital many emerging games utilize hand-held mobile technologies to supplement and encourage face-to-face interactions. Blending play, research, and collaboration, games will become a medium and literacy in many facets of life. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;/strong&gt;&lt;br /&gt; &lt;ol&gt; &lt;li&gt; &lt;p style="margin-bottom: 0in"&gt;Explore how the forecast for 3D web technoogies, applications, and markets impact your organization at &lt;a href="http://www.metaverseroadmap.org/" class="jive-link-external-small" target="_blank"&gt;Metaverse Roadmap&lt;/a&gt;&lt;/p&gt; &lt;/li&gt; &lt;li&gt; &lt;p style="margin-bottom: 0in"&gt;Use social impact and education games with your students at &lt;a href="http://www.gamesforchange.org/" class="jive-link-external-small" target="_blank"&gt;Games for Change&lt;/a&gt;&lt;/p&gt; &lt;/li&gt; &lt;li&gt; &lt;p style="margin-bottom: 0in"&gt;Participate in the world's first massively multiplayer forecasting game, &lt;a href="http://www.superstructgame.org/" target="_blank"&gt;SuperStruct&lt;/a&gt;&lt;/p&gt; &lt;/li&gt; &lt;li&gt; &lt;p style="margin-bottom: 0in"&gt;Stay up to date on the use of games in health, education, training, and public policy at &lt;a href="http://www.seriousgames.org/" class="jive-link-external-small" target="_blank"&gt;SeriousGames&lt;/a&gt;&lt;/p&gt; &lt;/li&gt; &lt;/ol&gt; &lt;div class="watch-video-desc description"&gt;&lt;strong&gt; &lt;p style="margin: 0in 0in 0pt"&gt;Jane McGonigal, Director of Game Research and Development at Institute for the Future, talks the differences in the increased level of engagement and optimism students have with games over the classroom.&lt;br /&gt; &lt;br /&gt; &lt;br /&gt; &lt;a href="&lt;object width=" height="364"&gt;&lt;/a&gt;&lt;/p&gt; &lt;/strong&gt;&lt;/div&gt; &lt;embed src="http://www.youtube.com/v/OrZiWqGILKs&amp;amp;hl=en&amp;amp;fs=1&amp;amp&amp;showinfo=0;rel=0&amp;amp;border=1" width="445" height="364" type="application/x-shockwave-flash" allowscriptaccess="always" wmode="transparent" allowfullscreen="true" /&gt;&lt;img src="http://feeds.feedburner.com/~r/Autoimmune-Responses/~4/N-mSWCPoIaw" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Autoimmune-Responses/~3/N-mSWCPoIaw/Games-as-Practice.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Games-as-Practice.aspx</feedburner:origLink></item> <item> <title>Smart Localism (Trend)</title> <description>Smart networking, data transparency, and bottom-up monitoring enable responsive, open decision-making. New local monitoring tools, information sharing platforms, and networking practices support smart intra-community coordination. Camera phones, wikis, meet-ups, map mash-ups all are enabling new strategies for dealing with complex challenges that play out at local levels. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Use data-driven decision-making to assess student learning as well as the effectiveness of learning agents in supporting them &lt;/li&gt; &lt;li&gt;Form a group in your community to respond to the challenges of Peak Oil and Climate Change through &lt;a href="http://www.transitiontowns.org/" class="jive-link-external-small" target="_blank"&gt;Transition Towns&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Learn about how the &lt;a href="http://www.dangerousground.org/" class="jive-link-external-small" target="_blank"&gt;Dangerous Ground&lt;/a&gt; project tracks landmines &lt;/li&gt; &lt;li&gt;Read this blog post on a &lt;a href="http://www.fourhourworkweek.com/blog/2007/12/06/the-personal-outsourcing-olympics-bangalore-butler-or-american-assistant/" class="jive-link-external-small" target="_blank"&gt;four hour workweek&lt;/a&gt; and outsource your personal chores &lt;/li&gt; &lt;li&gt;Start a &lt;a href="http://www.thegroupery.com/" class="jive-link-external-small" target="_blank"&gt;Groupery&lt;/a&gt; site for your local PTA, after-school club, or other group to get organized and raise money &lt;/li&gt; &lt;/ol&gt; &lt;p style="margin-bottom: 0in"&gt;&lt;strong&gt;Jessica Margolin, Director of Communities at The Groupery, speaks about efficient ways PTA's and other communities can organize and fundraise, and the impact these services have on education and getting the for-profit and non-profit sectors to work together.&lt;br /&gt; &lt;br /&gt; &lt;/strong&gt;&lt;/p&gt; &lt;embed src="http://www.youtube.com/v/hfFQxhC8cJM&amp;amp;hl=en&amp;amp;fs=1&amp;amp&amp;showinfo=0;rel=0&amp;amp;border=1" width="445" height="364" type="application/x-shockwave-flash" allowscriptaccess="always" wmode="transparent" allowfullscreen="true" /&gt;&lt;img src="http://feeds.feedburner.com/~r/Autoimmune-Responses/~4/Rgv_PlWNOro" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Autoimmune-Responses/~3/Rgv_PlWNOro/Smart-Localism.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Smart-Localism.aspx</feedburner:origLink></item> <item> <title>Learning Grids (Trend)</title> <description>Smart-networked resource providers and learning agents create lightweight, modular learning infrastructures. These distributed, decentralized education systems can expand easily, adapt to emerging education needs, and foster communication and coordination. What results are smart education grids, in which learning flows efficiently and synergistically.&lt;br /&gt;  &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Advocate reward structures that give teachers incentives for sharing and creating collective educational resources &lt;/li&gt; &lt;li&gt;Advocate for agile and smart school technical infrastructure that enables connections among all devices and has capacity to link to other schools &lt;/li&gt; &lt;li&gt;Establish educator-business partnerships to develop learning content &lt;/li&gt; &lt;li&gt;Find opportunities to make use of the range of material or the instructional model offered by the UK's &lt;a href="http://www.open.ac.uk/" class="jive-link-external-small" target="_blank"&gt;Open University&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Take a course from &lt;a href="http://ocw.mit.edu/OcwWeb/web/home/home/index.htm" class="jive-link-external-small" target="_blank"&gt;MIT OpenCourseWare&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Track South Africa's progress in its quest to create a nationwide &lt;a href="http://en.wikibooks.org/wiki/South_African_Curriculum" class="jive-link-external-small" target="_blank"&gt;open curriculum&lt;/a&gt; &lt;/li&gt; &lt;/ol&gt;&lt;img src="http://feeds.feedburner.com/~r/Autoimmune-Responses/~4/06nLYC9OEWs" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Autoimmune-Responses/~3/06nLYC9OEWs/Learning-Grids.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Learning-Grids.aspx</feedburner:origLink></item> <item> <title>Shadow "Schools" (Trend)</title> <description>&lt;p&gt;Super-empowered, networked learning agents leverage the growing learning economy to enable provisional learning systems. These informal education systems operate alongside the public institution. These  shadow schools offer learning environments that are highly responsive to local education needs but are independent of the formal system. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt;&lt;/p&gt; &lt;ol&gt; &lt;li&gt;Advocate reward structures that give teachers incentives for sharing and creating collective educational resources&lt;/li&gt; &lt;li&gt;Encourage teacher preparation institutions to move away from courses and toward issue- or project-based learning experiences that will help candidates prepare for future learning environments&lt;/li&gt; &lt;li&gt;Find some budget figures and success for &lt;a href="http://www.afterschoolnetwork.org/" class="jive-link-external-small" target="_blank"&gt;Afterschool Funding&lt;/a&gt; in California, and apply them to your city or region&lt;/li&gt; &lt;li&gt;Read about the origins of the &lt;a href="http://www.hole-in-the-wall.com/Beginnings.html" class="jive-link-external-small" target="_blank"&gt;Hole-in-the-Wall&lt;/a&gt; project and how children learned to use a computer on their own&lt;/li&gt; &lt;li&gt;Learn about &lt;a href="http://www.ted.com/index.php/talks/dave_eggers_makes_his_ted_prize_wish_once_upon_a_school.html" target="_blank"&gt;826 Valencia&lt;/a&gt;, a tutoring center that started with 12 tutors and grew to 1400 in one community &lt;/li&gt; &lt;/ol&gt;&lt;img src="http://feeds.feedburner.com/~r/Autoimmune-Responses/~4/jLlKwHkYvx8" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Autoimmune-Responses/~3/jLlKwHkYvx8/Shadow-Schools.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Shadow-Schools.aspx</feedburner:origLink></item> <item> <title>Eco-Schools (Trend)</title> <description>&lt;p&gt;Eco-schools become a nexus for health, environment, community, and learning. &lt;/p&gt; &lt;p&gt;Many schools operate in a complicated community arena in which a variety of issues come together food nutrition and safety, children s public health, community involvement, environmental safety, rising energy costs all in addition to learning and education. Schools can become centers for these connected issues, creating safer environments for children and fostering environmental stewards of tomorrow.&lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt;&lt;/p&gt; &lt;ol&gt; &lt;li&gt;Join a group for advocating children's health or environmental safety in schools, such as the &lt;a href="http://www.healthyschools.org/" target="_blank"&gt;Healthy Schools Network&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Find out how to make your school more sustainable at the &lt;a href="http://www.ecoliteracy.org/" class="jive-link-external-small" target="_blank"&gt;Center for Ecoliteracy&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Connect your school with the nearest &lt;a href="http://www.farmtoschool.org/" class="jive-link-external-small" target="_blank"&gt;Farm-To-School&lt;/a&gt; program, or start one in your area &lt;/li&gt; &lt;li&gt;Support the &lt;a href="http://www.greenschools.net/" class="jive-link-external-small" target="_blank"&gt;Green Schools Initiative&lt;/a&gt; and find resources to create a healthy school &lt;/li&gt; &lt;/ol&gt; &lt;p&gt;&lt;strong&gt;Zenobia Barlow, cofounder of the Center for Ecoliteracy, says schools are not just buildings, but networks of relationships.&lt;br /&gt; &lt;br /&gt; &lt;/strong&gt;&lt;/p&gt; &lt;embed src="http://www.youtube.com/v/tfCJTfLNyFM&amp;amp;hl=en&amp;amp;fs=1&amp;amp&amp;showinfo=0;rel=0&amp;amp;border=1" width="445" height="364" type="application/x-shockwave-flash" allowfullscreen="true" wmode="transparent" allowscriptaccess="always" /&gt;&lt;img src="http://feeds.feedburner.com/~r/Autoimmune-Responses/~4/Kd3H5q-h6SU" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Autoimmune-Responses/~3/Kd3H5q-h6SU/Eco-Schools.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Eco-Schools.aspx</feedburner:origLink></item> <item> <title>New Civic Literacies (Trend)</title> <description>Participatory media and digital natives bring transparency and collective action to the civic sphere. People who are accustomed to the world of participatory media, user-generated content, and smart networking bring a powerful voice to the civic sphere. Using new tools, people will act collectively, whether joining in  netroot (i.e. Internet enabled grassroots) political campaigns, working together to solve social issues, or forcing transparency into civic processes. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Learn from &lt;a href="http://www.futuremelbourne.com.au/wiki/view/FMPlan" class="jive-link-external-small" target="_blank"&gt;FutureMelbourne&lt;/a&gt; and how citizens there are preparing their city for the future &lt;/li&gt; &lt;li&gt;Check up on politicians or legislation with one of the projects run by the &lt;a href="http://www.sunlightfoundation.com/" class="jive-link-external-small" target="_blank"&gt;Sunlight Foundation&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Explore how &lt;a href="http://www.microsociety.org/" class="jive-link-external-small" target="_blank"&gt;MicroSociety&lt;/a&gt; brings real life to learning &lt;/li&gt; &lt;li&gt;Search the &lt;a href="http://search.twitter.com/" class="jive-link-external-small" target="_blank"&gt;twitterstream&lt;/a&gt; for conversations about a current events &lt;/li&gt; &lt;/ol&gt; &lt;strong&gt; &lt;p style="margin-bottom: 0in"&gt;David Nordfors, who runs the innovation journalism program at Stanford, stays studens are moving towards a journalisatic method of learning - finding knowledge, assesing it, and then connecting the dots to build a story.&lt;/p&gt; &lt;/strong&gt; &lt;p style="margin-bottom: 0in"&gt; &lt;/p&gt; &lt;embed src="http://www.youtube.com/v/uoE-tCurDNY&amp;amp;hl=en&amp;amp;fs=1&amp;amp&amp;showinfo=0;rel=0&amp;amp;border=1" width="445" height="364" type="application/x-shockwave-flash" allowscriptaccess="always" wmode="transparent" allowfullscreen="true" /&gt;&lt;img src="http://feeds.feedburner.com/~r/Autoimmune-Responses/~4/6n6zuZUfW9c" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Autoimmune-Responses/~3/6n6zuZUfW9c/New-Civic-Literacies.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/New-Civic-Literacies.aspx</feedburner:origLink></item> <item> <title>New Law Curbs Electronic Communications (Signal)</title> <description>A new Louisiana state law requires schools to document all electronic communication between students and teachers on non-school devices. It also allows parents to forbid such communication. Critics expect these rules to reduce interactions between students and teachers. The law was presumably intended to protect students, but in fact will have the effect of discouraging potentially helpful communications.&lt;img src="http://feeds.feedburner.com/~r/Autoimmune-Responses/~4/wYeHtFfgSc0" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Autoimmune-Responses/~3/wYeHtFfgSc0/New-Law-Curbs-Electronic-Communications.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/New-Law-Curbs-Electronic-Communications.aspx</feedburner:origLink></item> <item> <title>Should Geographic Proximity Block Similar Programs, When One is Online Offering? (Signal)</title> <description>Maryland officials limited a new doctoral program on Community College Administration at the University of Maryland (UMUC) because Morgan State University objected to the competition with its own program. Even though UMUC's course was to be almost entirely online, the state allowed only out-of-state students to be enrolled.&lt;img src="http://feeds.feedburner.com/~r/Autoimmune-Responses/~4/3nXI2YfnCls" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Autoimmune-Responses/~3/3nXI2YfnCls/Should-Geographic-Proximity-Block-Similar-Programs2c-When-One-is-Online-Offering.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Should-Geographic-Proximity-Block-Similar-Programs2c-When-One-is-Online-Offering.aspx</feedburner:origLink></item> <item> <title>College Computer Systems Vulnerable (Signal)</title> <description>Higher ed officials surveyed at an IT conference said they felt safer, that many had enhanced security through virus programs and botnets, but that only a small minority had strengthened login requirements using fingerprints or requiring students to copy icons or letters from a graphic.&lt;img src="http://feeds.feedburner.com/~r/Autoimmune-Responses/~4/0fWtl_IeUKU" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Autoimmune-Responses/~3/0fWtl_IeUKU/College-Computer-Systems-Vulnerable.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/College-Computer-Systems-Vulnerable.aspx</feedburner:origLink></item> <item> <title>Higher Education Computer Systems Vulnerable (Signal)</title> <description>Higher ed officials surveyed at an IT conference said they felt safer, that many had enhanced security through virus programs and botnets, but that only a small minority had strengthened login requirements using fingerprints or requiring students to copy icons or letters from a graphic.&lt;img src="http://feeds.feedburner.com/~r/Autoimmune-Responses/~4/URDJ1TEvN0o" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Autoimmune-Responses/~3/URDJ1TEvN0o/Higher-Education-Computer-Systems-Vulnerable.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Higher-Education-Computer-Systems-Vulnerable.aspx</feedburner:origLink></item> <item> <title>The Internet and Student Discipline (Signal)</title> <description>Numerous lawsuits address the extent of students' First Amendment rights regarding school-related material posted on the Internet.&lt;img src="http://feeds.feedburner.com/~r/Autoimmune-Responses/~4/B3jbG6rrtdM" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Autoimmune-Responses/~3/B3jbG6rrtdM/The-Internet-and-Student-Discipline.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/The-Internet-and-Student-Discipline.aspx</feedburner:origLink></item> <item> <title>Schools Grapple with Teachers' Facebook Use (Signal)</title> <description>As social networking web sites such as Facebook and MySpace become popular channels for student communication, schools struggle to define the rules for whether, and how, it's appropriate for teachers to interact with students through these media. Proponents of using online social networks to reach students say it makes sense to go where students spend much of their time online. Others fear educators' use of these sites encroaches on students' online "turf" and can cross the boundary of acceptable social behavior between teachers and their students.&lt;img src="http://feeds.feedburner.com/~r/Autoimmune-Responses/~4/5J3x2QjlCts" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Autoimmune-Responses/~3/5J3x2QjlCts/Schools-Grapple-with-Teachers-Facebook-Use.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Schools-Grapple-with-Teachers-Facebook-Use.aspx</feedburner:origLink></item> <item> <title>Violence as Infectious Disease (Signal)</title> <description>Gary Slutkin used his experience fighting infectious diseases in Africa using epidemiological principles to reduce shootings and violent crimes in Chicago s inner-city neighborhoods by as much as 75%.&lt;img src="http://feeds.feedburner.com/~r/Autoimmune-Responses/~4/IcgRlzuW5Mo" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Autoimmune-Responses/~3/IcgRlzuW5Mo/Violence-as-Infectious-Disease.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Violence-as-Infectious-Disease.aspx</feedburner:origLink></item> <item> <title>America s Failing Infrastructure (Signal)</title> <description>The American Society of Civil Engineers gave the United States a D on a report cumulatively ranking fifteen aspects of America s infrastructure.  Receiving the highest ranking was solid waste with a C+, primarily due to recycling.  Several areas received a D-, including roads, drinking water, wastewater systems, inland waterways, and levees. &lt;img src="http://feeds.feedburner.com/~r/Autoimmune-Responses/~4/n44eWx7qkdM" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Autoimmune-Responses/~3/n44eWx7qkdM/Americae28099s-Failing-Infrastructure.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Americae28099s-Failing-Infrastructure.aspx</feedburner:origLink></item> <item> <title>MySpace, YouTube (Signal)</title> <description>For a variety of reasons, most schools unilaterally ban MySpace and YouTube from school computers.  Students generally find their own ways around such security measures, in methods reminiscent of the file-sharing and music-swapping wars.  More importantly, these measures usually prevent MySpace and YouTube from being used in any educational way.&lt;img src="http://feeds.feedburner.com/~r/Autoimmune-Responses/~4/oYj4M6gfwSo" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Autoimmune-Responses/~3/oYj4M6gfwSo/MySpace2c-YouTube.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/MySpace2c-YouTube.aspx</feedburner:origLink></item> <item> <title>Open The Future (Signal)</title> <description>Jamais Cascio coined the immune-system metaphor in reference to U.S. response to insurgent warfare.  His analysis has applications to any situations in which entrenched institutions face insurgent-style disruption.&lt;img src="http://feeds.feedburner.com/~r/Autoimmune-Responses/~4/oBY3MyhvnkE" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Autoimmune-Responses/~3/oBY3MyhvnkE/Open-The-Future.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Open-The-Future.aspx</feedburner:origLink></item> <item> <title>No Child Left Behind (Signal)</title> <description>The No Child Left Behind Act, intended to raise education levels by holding schools responsible for student performance, has met with a host of criticism from the education community. Claims include that NCLB over-emphasizes testing, particularly in science and math, to the detriment of other, non-quantitative dimensions of learning; that NCLB does not support the schools that need the most help; and that NCLB ultimately reduces classroom and curriculum flexibility, at a time when many teachers are battling for their students attention. It is arguable that NCLB is an auto-immune response.&lt;img src="http://feeds.feedburner.com/~r/Autoimmune-Responses/~4/WKB4EXaTPK4" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Autoimmune-Responses/~3/WKB4EXaTPK4/No-Child-Left-Behind.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/No-Child-Left-Behind.aspx</feedburner:origLink></item> <item> <title>Education Sousveyor (Learning Agent)</title> <description>Education sousveyors will keep the learning process transparent and will stimulate public discussion around it. Through mechanisms such as blog posts, pictures, podcasts, and videos, they will keep learning on the forefront of stakeholders minds.&lt;img src="http://feeds.feedburner.com/~r/Autoimmune-Responses/~4/bzFYjEUDE-k" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Autoimmune-Responses/~3/bzFYjEUDE-k/Education-Sousveyor.aspx</link> <feedburner:origLink>http://www.futureofed.org/learningagent/Education-Sousveyor.aspx</feedburner:origLink></item> <item> <title>Personal Education Advisor (Learning Agent)</title> <description>Assigned by certified local education agencies, such as schools, resource centers, and libraries, or selected and contracted by families, personal education advisors help families create, nurture, and maintain personal learning ecologies.&lt;img src="http://feeds.feedburner.com/~r/Autoimmune-Responses/~4/TjwmU6wRGag" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Autoimmune-Responses/~3/TjwmU6wRGag/Personal-Education-Advisor.aspx</link> <feedburner:origLink>http://www.futureofed.org/learningagent/Personal-Education-Advisor.aspx</feedburner:origLink></item> <item> <title>Jamais Cascio gives his views on autoimmune disorders in education (Resource)</title> <description>Jamais Cascio, research affiliate at Institute for the Future and a blogger, talks about the responses we make to issues can often be more threatening than intended.&lt;img src="http://feeds.feedburner.com/~r/Autoimmune-Responses/~4/d2qjqV4L-mU" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Autoimmune-Responses/~3/d2qjqV4L-mU/Jamais-Cascio-gives-his-views-on-autoimmune-disorders-in-education.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Jamais-Cascio-gives-his-views-on-autoimmune-disorders-in-education.aspx</feedburner:origLink></item> <item> <title>Jessica Margolin notes efficient ways groups can organize and its impact on education (Resource)</title> <description>Jessica, Director of Communities at The Groupery, speaks about efficient ways PTA's and other communities can organize and fundraise, and the impact these services have on education and getting the for-profit and non-profit sectors to work together.&lt;img src="http://feeds.feedburner.com/~r/Autoimmune-Responses/~4/0aWVnhhdOXc" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Autoimmune-Responses/~3/0aWVnhhdOXc/Jessica-Margolin-notes-efficient-ways-groups-can-organize-and-its-impact-on-education.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Jessica-Margolin-notes-efficient-ways-groups-can-organize-and-its-impact-on-education.aspx</feedburner:origLink></item> <item> <title>Future of Education Community (Resource)</title> <description>This community is devoted to providing an opportunity for those who care about education to share their voices and ideas with others. It's a place for thoughtful discussion on an incredibly important topic.&lt;img src="http://feeds.feedburner.com/~r/Autoimmune-Responses/~4/WTx4ZblAkvw" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Autoimmune-Responses/~3/WTx4ZblAkvw/Future-of-Education-Community.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Future-of-Education-Community.aspx</feedburner:origLink></item> <item> <title>Enrollment Options (Resource)</title> <description>Enrollment is a crucial factor. The state formula for dispensing funds to districts is based on per-pupil attendance. Since 1977, enrollment in Ohio's urban schools has dropped steadily, reflecting migration from Ohio's urban centers. Cleveland s school system shrank from 113,000 to 53,000. Youngstown is down from 19,000 to fewer than 8,000. Enrollment in Akron is under 26,000, from 47,000. Legislation that expanded school options quickened the decline. With each student who opts for a voucher to attend a private school, open enrollment in a neighboring district, or a charter school, the state transfers tuition costs from the funds that would have gone to the home district.&lt;img src="http://feeds.feedburner.com/~r/Autoimmune-Responses/~4/d6eAbzwLDc0" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Autoimmune-Responses/~3/d6eAbzwLDc0/Enrollment-Options.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Enrollment-Options.aspx</feedburner:origLink></item> <item> <title>Sudden Influx of Struggling Students Challenges Ne (Resource)</title> <description>Beach Channel High School, in Queens, New York, is struggling with an influx of students from outside its attendance boundaries, who the school said have brought with them a higher number disruptive incidents, including drug possession, weapons possession, fighting, insubordination to school safety officers and an attack on a dean. The school received 50 new students whose zoned school is Far Rockaway High School; 16 new students from alternative programs, including those for incarcerated teenagers; and 11 students from all-day special education programs. Under the Education Department s new system for transferring students from over-crowded schools,, a computer program seeks open spaces in schools closest to a student s home.&lt;img src="http://feeds.feedburner.com/~r/Autoimmune-Responses/~4/kd9Op6sMHYM" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Autoimmune-Responses/~3/kd9Op6sMHYM/Sudden-Influx-of-Struggling-Students-Challenges-Ne.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Sudden-Influx-of-Struggling-Students-Challenges-Ne.aspx</feedburner:origLink></item> <item> <title>Rules Lower Prison Terms in Sentences for Crack (Resource)</title> <description>Crack cocaine offenders will receive shorter prison sentences under more lenient federal sentencing guidelines that went into effect Nov. 1, 2007. It is estimated that shorter terms for crack cocaine offenders could reduce the federal prison population by 3,800 in 15 years. The changes to the original 1987 guidelines could also add impetus to three bills in the Senate that would reduce or eliminate mandatory minimums for simple drug possession.&lt;img src="http://feeds.feedburner.com/~r/Autoimmune-Responses/~4/xjBWTx5jHHo" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Autoimmune-Responses/~3/xjBWTx5jHHo/Rules-Lower-Prison-Terms-in-Sentences-for-Crack.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Rules-Lower-Prison-Terms-in-Sentences-for-Crack.aspx</feedburner:origLink></item> <item> <title>Lifers as Teenagers, Now Seeking Second Chance (Resource)</title> <description>The United States stands alone in the world in convicting young adolescents as adults and sentencing them to live out their lives in prison. According to a new report, there are 73 Americans serving such sentences for crimes they committed at age 13 or 14. Now, the Equal Justice Initiative, based in Montgomery, Ala., is one of several human rights organizations that say states should be required to review sentences of juvenile offenders as the decades go by, looking for cases where parole might be warranted. From the central role played by juries in civil cases, to the election of judges, to punitive damages, to the disproportionate number of people in prison, the United States is an island in the sea of international law.&lt;img src="http://feeds.feedburner.com/~r/Autoimmune-Responses/~4/deTYMoSMEAY" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Autoimmune-Responses/~3/deTYMoSMEAY/Lifers-as-Teenagers2c-Now-Seeking-Second-Chance.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Lifers-as-Teenagers2c-Now-Seeking-Second-Chance.aspx</feedburner:origLink></item> <item> <title>For Many Student Athletes, Game Over (Resource)</title> <description>As cash-strapped districts scale back sports programs or try to pass on costs to parents, the tradition of the scholar athlete is at risk. Sports may not only keep kids coming to school but may also keep them away from crime, drugs, and gangs. Some schools are augmenting tight budgets by charging high student fees for participation in sports. Some students cannot afford such fees and therefore may be excluded from teams.&lt;img src="http://feeds.feedburner.com/~r/Autoimmune-Responses/~4/4TRxfYkNFO0" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Autoimmune-Responses/~3/4TRxfYkNFO0/For-Many-Student-Athletes2c-Game-Over.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/For-Many-Student-Athletes2c-Game-Over.aspx</feedburner:origLink></item> <item> <title>As Somalia s Crisis Swells, Experts See a Void in (Resource)</title> <description>In Somalia, the road between the market town of Afgooye and the capital of Mogadishu it is a corridor teeming with misery, with 200,000 recently displaced people crammed into swelling camps that are rapidly running out of food. U.N. officials say Somalia has higher malnutrition rates, more current bloodshed, and fewer aid workers than Darfur. The ever-worsening situation has included floods, droughts, locusts, suicide bombers, roadside bombs and near-daily assassinations.&lt;img src="http://feeds.feedburner.com/~r/Autoimmune-Responses/~4/dK6RKVRghqA" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Autoimmune-Responses/~3/dK6RKVRghqA/As-Somaliae28099s-Crisis-Swells2c-Experts-See-a-Void-in.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/As-Somaliae28099s-Crisis-Swells2c-Experts-See-a-Void-in.aspx</feedburner:origLink></item> <item> <title>A High School Struggles With Surprise Students (Resource)</title> <description>Beach Channel High School, in Queens, New York, is struggling with an influx of students from outside its attendance boundaries, who the school said have brought with them a higher number disruptive incidents, including drug possession, weapons possession, fighting, insubordination to school safety officers and an attack on a dean. The school received 50 new students whose zoned school is Far Rockaway High School; 16 new students from alternative programs, including those for incarcerated teenagers; and 11 students from all-day special education programs. Under the Education Department s new system for transferring students from over-crowded schools,, a computer program seeks open spaces in schools closest to a student s home.&lt;img src="http://feeds.feedburner.com/~r/Autoimmune-Responses/~4/5awK231uS3Y" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Autoimmune-Responses/~3/5awK231uS3Y/A-High-School-Struggles-With-Surprise-Students.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/A-High-School-Struggles-With-Surprise-Students.aspx</feedburner:origLink></item> <item> <title>Markey Opens Second Round of Net Neutrality (Resource)</title> <description>Rep. Edward Markey is sponsoring another bill to try and write Net Neutrality into law...&lt;img src="http://feeds.feedburner.com/~r/Autoimmune-Responses/~4/8kReIyYiUZM" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Autoimmune-Responses/~3/8kReIyYiUZM/Markey-Opens-Second-Round-of-Net-Neutrality.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Markey-Opens-Second-Round-of-Net-Neutrality.aspx</feedburner:origLink></item> <item> <title>Evolution of Corporate Social Responsibility (Resource)</title> <description> Edward Granger-Happ, the CIO at Save the Children and chairman of NetHope, writes at the Journal of New England Technology that the face of corporate social responsibility is changing  it is no longer an adjunct activity for good community relations; it s about core business strategy. Corporate philanthropy used to be about supporting the arts and local community. But now employees are demanding companies to have CSR programs that apply the company s specific resources to help with world issues. Granger-Happ says the next generation of CSR is about skill-based philanthropy. Instead of leveraging the time and general management skills of employees, the focus now shifts to working on projects that leverage the specific skills of the employee and the organization. So if the company s skill is software development, then the CSR program may be helping nonprofit organizations develop emergency response supply chain management applications. For Granger-Happ, CSR is now also strategic: It s about employee response and engagement, and also about developing the next generation of corporate leaders. According to the 2006 Cone Inc. Millennial Cause Study, 79% of 13-to25 year-olds want to work for a company that cares about how it impacts and contribute to society, while 56 percent said they would refuse to work for an irresponsible corporation.&lt;img src="http://feeds.feedburner.com/~r/Autoimmune-Responses/~4/bkn6qcmoc58" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Autoimmune-Responses/~3/bkn6qcmoc58/Evolution-of-Corporate-Social-Responsibility.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Evolution-of-Corporate-Social-Responsibility.aspx</feedburner:origLink></item> </channel> </rss>