Dream! Create! Sustain! is written for courageous, passionate, and visionary change leaders working in school systems throughout the world. It provides those change leaders with essential concepts, principles, strategies, and tactics for how to create and sustain whole-system change in their school systems. The information provided by Duffy is based on years of research on and real-world experience with systemic change, learning organizations, systems thinking, and organization-wide change. This book includes a description of a transformational change methodology and set of tools specifically designed to create and sustain whole-system change.

The room is dim, the chairs are in perfectly lined rows. The city planner puts up a color-coded diagram of the street improvement project, dreading the inevitable angry responses. Jana loves her community and is glad to be able to attend the evening meeting, and she has a lot of ideas for community change. But she has a hard time hearing, and can’t see the diagrams clearly. She leaves early. It’s time to imagine a different type of community engagement – one that inspires connection, creativity, and fun. People love their communities and want them to become safer, healthier, more prosperous places. But the standard approach to public meetings somehow makes everyone miserable. Conversations that should be inspiring can become shouting matches. So what would it look like to facilitate truly meaningful discussions between citizens and planners? What if they could be fun? For twenty years, James Rojas and John Kamp have been looking to art, creative expression, and storytelling to shake up the classic community meeting. In Dream Play Build, they share their insights into building common ground and inviting active participation among diverse groups. Their approach, “Place It!,” draws on three methods: the interactive model-building workshop, the pop-up, and site exploration using our senses. Using our hands to build and create is central to what makes us human, helping spark ideas without relying on words to communicate. Deceptively playful, this method is remarkably effective at teasing out community dreams and desires from hands-on activities. Dream Play Build offers wisdom distilled from workshops held around the world, and a deep dive into the transformational approach and results from the South Colton community in southern California. While much of the process was developed through in-person meetings, the book also translates the experience to online engagement--how to make people remember their connections beyond the computer screen. Inspirational and fun, Dream Play Build celebrates the value of engaging with the dreams we have for our communities. Readers will find themselves weaving these artful, playful lessons and methods into their own efforts for making change within the landscape around them.

Public opinion polls consistently reveal the lack of confidence, disillusionment, and mistrust that citizens feel toward government. Daniels and his contributors believe that the relationship between citizens and their governments can be changed by facilitating greater citizen collaboration with government, particularly through local sustainable programs. As the case studies show, often sustainable community programs are created through grassroots movements that are initiated and managed by citizens themselves, bringing them in contact with their local elected and appointed officials. Unlike traditional programs that are administered by local officials on behalf of their citizens, once sustainable community programs are created, citizens administer their own programs in collaboration with local officials. The case studies look at a variety of sustainable programs, primarily in the United States, that help to deal with issues such as recycling, transportation, microcredit, site redevelopment, pollution, health care, and hunger. Creating Sustainable Community Programs is the first book on sustainable programs that is intended for an audience of public administration scholars, researchers, and students as well as practitioners who are searching for ways to change the relationship between citizens and their governments.

There are prevailing paradoxes which must be resolved if we are to advance an educational system worthy of 21st century citizens. A paradox is an apparently contradictory statement which may be true however great the contradiction. Somehow, we have to resolve these contradictions if we are to move forward. “We assume that all can learn, but all do not learn at the same pace and in the same way. Yet, we want everyone to complete schooling at the same time or be judged a failure” (Indiana University Dean of Education, Howard Mehlinger, Retired). During the advent years of the July 4th 2026 Birthday Celebration of The Declaration of Independence, the paradoxes blocking our democratic institutions of learning have not been resolved. The Institute for 21st Century Learning has used in the preparation of LEARN OR DIE a community of national scholars, each having their own insights, yet the knowledge and skill attributes necessary for addressing today’s paradox barriers: Qualitative Action Research; The New Global Economy; The New Urbanism; The New University; Complex Systems Evaluation; 21st Century Leadership; Vision-Based Community Development; and Citizens’ Community Connections and the Transformation of Community Schools. Is the American Revolution still alive?

The history of instructional supervision has been relatively constant. From the days when the first colonists arrived and established schools for their children until today instructional supervision has consistently focused on the critical examination of a teacher’s classroom behavior with the assumption that supervising individual teachers could significantly improve teaching and learning throughout a school system. That assumption has proven to be flawed. The author believes that the focus of instructional supervision needs to shift off of individual teachers to focus on transforming the organization design and functioning of entire school systems. Instead of observing teachers working in their classrooms a re-imagined instructional supervision process would focus on transforming three sets of key system variables: Transform the system’s environmental relationships, transform the system’s core and support work processes, and transform the system’s internal social infrastructure. Supervising Knowledge Work describes the salient features of a re-imagined supervision process called Knowledge Work Supervision that is designed to transform entire school systems.

Noble award for physics, year 2022! Science has proved that the world is not real. New discoveries are turning scientists into philosophers. God has shifted His position from an extra-terrestrial heaven to the inner realm of human psyche. What was once explained in terms of divine creation is now in the purview of science. Now both science and Scriptures say that We create the world, Our own reality, with Our own ego, desires, mind and intellect. It cannot thus be said to be the absolute reality. Remember, our five senses are not our only means of knowledge. A fragment of reality sometimes reaches the intelligence in other ways which we are normally not aware of. Note that our reality is not the ultimate reality. Only we choose and observe it to be our reality. Whatever we are experiencing out there in the physical world is finally the experience of consciousness itself. As soon as we realize our own observation is the cause of everything, then we can decide to create another reality literally. Reality and truth are often misunderstood to convey the same meaning but strictly speaking they are not so. If we analyze these two words carefully, we can notice a subtle difference between them. Truth is always real; Reality is not always true. We need to know the truth which is through actual experience. Without realization, they are just ideas. Truth is within. The ultimate truth about Self, after knowing which nothing remains to be known, is a subject of search and research, reasoning and reflection, discussion and decision, and finally testing and experiencing it within. Every advance in knowledge brings us face to face with the mystery of our own being. This book is dwelling at length, from scientists stand point, as to how they say that the realities perceived at all the senses levels are illusions only. This book finally throws light on what is The Reality and what is The Truth; and at what platform it can be and must be perceived to get spiritual liberation and inner peace. Quite a number of mind-blowing concepts, theories are also given here - with few not even researched yet. The hidden Truth, you are told in this Spirituo-scientific exploration, will be of spiritual self- help nature. Finally, since it is all about us, our own higher dimensions only which normally we are not privy to, it is a must-read book for everyone and anyone for rising above sufferings of life and quicken our roller coaster journey of life through incarnations.