Community Name: Southern California Tribal Chairmen’s Association, Inc. State: California
Jack Ward P.O. 1470 Valley Center, CA 92082 760-742-8600 jackw@simplyweb.net
List each community agency and organization partnering in this effort. Provide a contact name and email address for each partner, if available. Partnerships may include any kind of community agency or organization that brings together people in the community for any purpose. Examples might include educational institutions, church groups, libraries, youth groups, volunteer service groups, social and hobby clubs, community centers, Chambers of Commerce, local businesses, etc. TRIBAL PARTNERS:Jack Ward, Southern California Chairman's Association, Jackw@simplyweb.netLorraine Orosco (San Pasqual), Southern California Chairman's Association Education Coordinator, oroscorain@aol.comDorothy Tauvi (Pala), Tribal TANF office, Pala, (760) 742-8690Richard Bugbee (Payoomkawichum/Luiseño), Curator of Exhibits and Artifacts for the San Diego American Indian Museum and Culture Center, Balboa Park, San Diego, Hunwut@aol.comLarry Benegas (Barona), Kumeyaay language program, DQ University, kumeyaay@cnmnetwork.comSamuel Brown (Viejas), Kumeyaay language consultant, howkasam@hotmail.comAngela Santos (Manzanita), PO Box 1302 Boulevard, CA 91905, 619-766-4930SCHOOL PARTNERS:Sarah Clayton, Educational coordinatorm Valley Center School District, 760-749-0464Joyce Ojibway Jennings, Principal, Warner Springs School district, jjenning@sdcoe.k12.ca.usJared Aldern, Community Education Coordinator, Warner Springs School district, aldern@altavista.comHIGHER EDUCATION PARTNERS:UCSDRoss Frank, Associate Professor, Department of Ethnic Studies, UCSD, rfrank@weber.ucsd.eduGeneva Fitzsimmons, Early Academic Outreach Programs American Indian Coordinator, UCSD, gfitzsimmons@ucsd.eduHans-Werner Braun, Research Scientist, San Diego Supercomupter Center/UCSD (HPWRENN project), hwb@nlanr.netOlga Vasquez, Associate Professor, Department of Communications, UCSD, Associate Director, CREATE/UCSD (La Clase Mágica), ovasquez@weber.ucsd.eduBud Mehan, Professor, Department of Sociology and CREATE Director, UCSD (CREATE/UCSD), bmehan@ucsd.eduMichael Cole, Professor, Department of Communications and Director LAB/CHC, mcole@weber.ucsd.eduJeff Nagle, Associate Director of Development for the Jacobs School ofEngineering, UCSD, jnagle@ucsd.eduKimberly Bruch, Science Writer, San Diego Supercomputer CenterUCSD (HPWRENN project), kbruch@sdsc.eduRosetta Sciacca Ellis, Social Sciences Development/UCSD, rellis@ucsd.edu PALOMAR COLLEGELinda Locklear (Lumbee), Chair, Palomar College American Indian Studies Department, llocklear@palomar.eduPatty Dixon (Pauma), Professor, Palomar College American Indian Studies Department, pdixon@palomar.eduYolanda M. Espinosa (Pauma), Palomar College American Indian Studies Department, (760) 742-4512SAN DIEGO STATE UNIVERISTYLinda Parker, Professor and Chair, American Indian Studies Program, SDSU (AIR program), linda.parker@sdsu.eduMargaret Field, Assistant Professor, American Indian Studies Program, SDSU (Indigenous language retention and revival), mfield@mail.sdsu.eduOTHER PARTNER ORGANIZATIONS:Dwight Lomayesva, AIR program (American Indian Recruitment), Aahan@aol.comTino Juarez, The Mentor Group (non-profit, supports Native American College Students to reduce the drop-out rate), TINOGROUP@aol.com
Identify the people or groups in the community served by the partners (up to 250 words) The partnerships included in this proposal will serve the seventeen San Diego and southern Riverside county enrolled Indian population, their families and dependants, and a small non-Indian population that lives on or near the reservations listed below. The proposal will also reach an inknown proportion of about 16,000 Indians (of all tribal affiliations) that reside in the region's urban areas.Kumeyaay reservations: Barona Indian Reservation, Ipai-Tipai (Digueno)Campo Band of Mission Indians, KumeyaayLa Posta Band, KumeyaayManzanita General Council, KumeyaayMesa Grande Band of Mission Indians, DieguenoSan Pasqual Band, KumeyaaySanta Ysabel Band of Mission Indians, DieguenoSycuan Rancheria, Kumeyaay (Digueno)Viejas Tribal Council, Kumeyaay Luiseño reservations: La Jolla Band, LuisenoPala Band of Mission Indians. Luiseno-CupenoPauma (and Yuima) Band of Mission Indians. LuisenoPechanga Band of Mission Indians, LuisenoRincon Band of Mission Indians, Luiseno Cahuilla reservations: Los Coyotes Band of Mission Indians, Cahuilla-CupenoAgua Caliente Tribal Council. CahuilaCabazon Band of Mission Indians, Cahuilla; Indio
Describe the resources that the partnership will provide to the project, e.g. staff, funding, etc. (up to 250 words) Resources to the project will come from individual members of the partnership. Representative examples:Richard Bugbee (Payoomkawichum/Luiseño), Curator of Exhibits and Artifacts for the San Diego American Indian Museum and Culture Center (SDAIM&CC). The SDAIM&CC is an Indian run and operated museum/cultural center with a mission to serve the distributed tribal community and to link with other regional tribal museums and culture centers. “Ask the Elders": Warner Culture and Language Community Program, funded by The Civic Collaborative (UCSD) and the Kettering Foundation. Seventy Native American students from the Los Coyotes and Santa Ysabel Indian Reservations and members of the Warner Native Pride Club undertake a three-part study of culture and language: 1) introductory lessons in the regional Indian languages, 2) study of indigenous plants and usage, and 3) oral history interviews with tribal elders about relationships between people and the environment. Students will analyze the information they collect and share results electronically with their distributed community.UCSD programs:California Student Opportunity and Access Program (Cal-SOAP)The Cal-SOAP project, Computerized Advising and Academic Mentoring, funded by the California Student Aid Commission to implement this interactive mentoring and academic enrichment activity utilizing UCSD students as tutors, mentors and role models for students. Approximately 85% of the student interactions will be conducted by means of personal computer-based live video "Web Cams." UCSD Academic Enrichment Programs (AEP):Coordinates the Faculty Mentor Program, Summer Research Program, CAMP undergraduate research program and the Ronald E. McNair Post-baccalaureate Achievement Program, a federally funded TRIO program for low-income, first generation college students. These programs provide year-round research experiences under the guidance and supervision of experienced faculty mentors. CSEMS. The Computer Science, Engineering and Mathematics Scholarship Program, recently funded by the National Science Foundation to provide $2,500 scholarships annually for two years to forty low-income upper-division UCSD undergraduates, primarily underrepresented students and women majoring in computer science, engineering, or mathematics. Early Academic Outreach programs:- EAM UCSD (Enriching Academics through Mentoring)– An intensive after-school tutoring and mentoring program for tenth graders - Community-Based Tutoring – Tutoring/Mentoring provided for students in kindergarten through community college. Will be extended through e-mail and web-based connections.- Scholars Writing Workshop – An after-school creative and research writing program utilizing one-on-one tutorials, computer-assisted writing instruction.- Partners at Learning (PAL) – A program which provides UCSD mentors for grades 4 through 12 in San Diego County Schools, motivating students to think about and prepare for college.- CREATE/UCSD, professional development groups to deepen the content knowledge and strengthen the pedagogical practices of our teachers: San Diego Area Writing project; California Reading and Literature Project; and La Clase Mágica, a community-based, computer-aided program that partners the community, the family and the university to increase the representation of minority K-12 students in higher education.
Identify any current and past support from other sources including corporations, funders, etc. for any current and past partnership efforts. (up to 250 words) Other Agencies Projects Programs past & present:NOTE: Usually these programs do not operate in all the tribes. For example, the anti-Tobacco programs may be for all the tribes served by one of the Health Clinics; there are two Health Clinics (Rincon & Vejas) in San Diego County. Similarly, the Headstart and Early Headstarts have programs in only 5 tribes and do not serve all the community becasue of geography. If this were one small community in one valley or area, these programs would be adequate, but with the diverse communities spread out over the geography, most programs are a drop in the bucket when it comes to meeting the Needs.- CIMC (California Indian Manpower Consortium) Grant funded (mostly Dept. of Labor). Help finding jobs & training people for jobs.- AMIHA (All Mission Indian HOusing Authority) HUD housing, also active in Drug Prevention.BIA (various programs):- Indian Health Regional Centers- Provide Health Care, Prevention programs, promote health (Indian HMO)- Funding for general operations, infrastructure, and some special funding initiative.- Ahmium Education Inc. Federal and State education funding. Indian cooperative provides educational support, operates State Indian Education Center, Early Headstart program & Drug Prevention programs.- SCTCA (Southern California Tribal Chairman's Association) operates education programs for tribes, TANF (Temproary Assistance for Needy Families - HEW funded), Food-Commodities Programs, scholarship program. Funded with BIA or Dept. of Interior funding (except TANF).- Early Headstart (0-3 years) - Federal & State programs - Headstart Programs (4-6 - traditional Headstart) - Dept, of Education- Anti-Tobacco Programs funded by State through tribe or Regional Indian Health Clinics- Gaming Tribes provide assistance to non-gaming tribes of some limited recreation and cultural activities. Including building some infrastructure.
Identify any HP employees involved in current and past community efforts. Current proposal: Bill Higley, Program Manager-Inkjet Systems, Hewlett-Packard, bill_higley@hp.comPast contributions: We cannot identify any past direct donations, nor have we found any direct relationships previously on the part of HP people in the past. It is possible that HP donations of money or equipment occurred through other organizations. We belive that an HP choice of this proposal as a Digital Village site would encourage local HP research & development and manufacturing employees to volunteer to work on this project and perhaps begin direct local donations (which have not so far happened as noted above).
A vision statement for the community is considered essential for this grant opportunity. See Section 6 of the information packet for details on what should be included in a vision statement.
Does your community have a group of local government officials, business people, civic and social service group representatives, and citizens that has developed a vision document for the community? Yes
If yes, please list the groups, organizations, and citizens who contributed to the development of the vision (name and affiliation). Provide e-mail addresses for all groups/people that have them - List name, affiliation, and email address, one set of information per line (Joe Johnson, YMCA, jjohnson@aoj.com) Jack Ward, Southern California Chairman's Association, Jackw@simplyweb.netRosetta Ellis, Director of Development for UCSD's Division of SocialSciences, rellis@ucsd.edu Bill Higley, Program Manager-Inkjet Systems, Hewlett-Packard, bill_higley@hp.comRoss Frank, Associate Professor, Department of Ethnic Studies, UCSD, rfrank@weber.ucsd.eduJeff Nagle, Associate Director of Development for the Jacobs School ofEngineering, UCSD, jnagle@ucsd.eduLinda Locklear, Palomar College American Indian Studies Department, llocklear@palomar.eduPatty Dixon (Pauma), Palomar College American Indian Studies Department, pdixon@palomar.eduYolanda M. Espinosa (Pauma), (760) 742-4512Lorraine Orosco (San Pasqual), Southern California Chairman's Association, oroscorain@aol.comDorothy Tauvi, Tribal TANF office, Pala, (760) 742-8690Hans-Werner Braun, Research Scientist, San Diego Supercomupter Center, UCSD (HPWRENN Director), hwb@nlanr.netJared Aldern, Community Education Coordinator, Warner Springs School district, aldern@altavista.comOlga Vasquez, Associate Professor, Department of Communications, UCSD, Associate Director, CREATE, UCSD, ovasquez@weber.ucsd.eduKimberly Bruch, Science Writer, San Diego Supercomputer Center, UCSD, kbruch@sdsc.edu
If no, please provide a short explanation (up to 250 words) about why your community does not have a vision statement.
Provide a summary of the current community vision statement. Summarize your vision for the community (up to 1000 words). Address short-term goals and objectives and a longer term vision (10 to 20 years) for the community. The Southern California Tribal Chairman's Association, in partnership with the University of California at San Diego, Palomar College, and the Warner Springs and Valley Center school districts, envisions a non-conventional digital community encompassing 17 American Indian reservations in San Diego and southern Riverside counties. The San Diego region reservations have a population of approximately 7,675, residing in isolated and scattered communities stretching from the California-Mexico border into Riverside County—an area encompassing 150 miles and requiring 4.5 hours of driving to visit. The current patchwork of reservation lands springs from a history of forced removals, resettlements, and the impoverishment that has come with conscious policies of marginalization. These historical processes fractured family lineages that once moved widely over the region while functioning as coherent distributed Kumeyaay, Luiseño, Cupeño, and Cahuilla communities.Inevitably, this legacy has marked the reservations with a number of indices defining an "underserved" population. About 59% of the population has a high school diploma. Most reservations experience an average of 50% unemployment rate, and 75% of Indian students qualify for free or reduced-cost school lunch programs. Recent federal reports have shown that rural Americans and tribal areas will lag behind others in gaining access to advanced telecommunications services if deployment is left to market forces alone—a finding that means San Diego tribal communities are doubly disadvantaged. Further, although many individual programs function to address portions of these problems, the fragmentary nature of our community results in a non-uniform delivery of services among the various tribal reservations.With the help of an HP Digital Village grant, we will create a distributed digital community that mirrors and amplifies the community and kinship networks that have historically sustained these tribal communities. Our vision relies on using new technologies to enable a multitude of existing community initiatives, partnerships, and programs to achieve a more efficient use of current resources and become more effective in meeting their own goals and objectives. Connecting reservation lands digitally will allow many educational, training, and cultural activities to transcend geographical separation and enable interaction and collaboration among members of tribal areas not previously possible. Central to our plan to realize this vision is building high-speed, broadband connections between the 17 reservations and to the Internet. Currently, tribal communities in the San Diego region have a tremendous opportunity to leverage an existing project to form the technological backbone for a digitally enabled distributed tribal community. The HPWREN (High-Performance Wireless Research and Education Network) project, funded by the National Science Foundation, has recently connected the Pala Education Center on the Pala reservation to broadband Internet. With modest additional resources, the project can extend this high-performance wireless backbone to other reservations in the region. Once high-performance Internet does reach a central reservation location, additional resources can extend the connection to tribal offices, community and educational centers, area schools, and individual homes. Beyond helping to overcome the distance separating tribal communities from one another, connecting our community digitally will provide access to the resources and opportunities available in the urban areas of the San Diego region. The TANF (Temporary Assistance for Needy Families) program, for example, operated with federal funds, illustrates how communication between members and organizations within the distributed rural community and with other regional institutions can fundamentally alter the nature of partnerships, collaborations, and project initiatives. Recent broadband Internet access has just begun to allow the Pala Learning Center to offer classes that teach basic computer skills. In the future these will be followed by more advanced classes, bringing distant resources and teaching personnel to the reservation that otherwise cannot easily participate. Extending access to other regional Indian reservations will allow more efficient use of TANF resources and also enable TANF trainees to collaborate with cohorts who share similar goals, needs, and aspirations elsewhere within the distributed community. A distributed community allows an individual participant’s experience to resonate with that of others. TANF is only one of a number of programs offering training and job placement services that will be immediately in a position to take advantage of broadband Internet connectivity.At the same time, educational outreach and access programs stand to benefit from similar synergies created by a distributed digital community. For example, a new model for outreach recently begun by UC San Diego seeks to deliver educational resources directly to Indian children to encourage and prepare them to aspire to a college education and become "UC eligible." Although campus and community visits form a crucial part of initiating outreach, the program continually faces the problem of how to sustain contact with small populations of students over a wide area. Frequent visits, or arranging tutors and mentors for individual students, requires an unsupportable commitment of financial resources and a tremendous amount of transportation time. Successful summer residential programs, such as the A.I.R. (American Indian Recruitment), sponsored by San Diego State University, face similar challenges. In the absence of the model articulated in this proposal, they must rely on a relatively small group of students and a strong community network to continue the educational experience and renew contact with mentors. While many current partnerships, collaborations, and community initiatives can benefit from more fluid connections to people throughout the distributed tribal community, still others will be encouraged to form when a digital community is able to establish innovative links that cannot be easily created or sustained today. The Project Steering Committee composed of partner representatives will lead this effort by developing training within communities to support the community digital network. They will also work cooperatively to expand existing computer and Internet training within each reservation community. Finally, the partners will develop training teams to help new and existing programs to take advantage of the distributed digital community.This region provides a compelling site for a Hewlett-Packard Digital Village. In partnership with tribal communities, community organizations, and educational institutions at every level,Hewlett-Packard can create a distributed digital community that will complement the actual one, and equip all of its members with the tools needed to selectively manage their future. Perhaps most significant, a successful HP Digital Village project in the San Diego region will likely produce a model applicable to a number of other regions in the United States with comparable distributed tribal communities.
How will you sustain and maintain the community vision? Describe how the community's vision effort will be sustained over the long term (up to 500 words). Include any pertinent information like sources of funding, dedicated staff, organizational commitments to participate, etc. Our vision to create a distributed tribal digital community, will be sustained through effective leadership, and training. We are creating a steering committee composed of, but not limited to, the organizations and agencies participating in grant proposal. The steering committee will provide leadership to this effort by creating educational and training courses for the upkeep and effective use of the network, as well as provide the necessary resources to accomplish administration, organizing, and training. Individual organizations will bring their own funding into the program and the steering committee will work to enable its effectiveness, locate additional funding where needed, and coordinate with other complimentery projects. We think the process we propose for organizing and leading this community will enact a theoretical framework about the ways in which people can come together to create new affiliations and understandings based on both the things that divide us and the things that unite us.The Digital Tribal Village will develop three types of courses with the following objectives: 1) To train the community on the maintainence and upkeep of the wireless backbone and community network. This will be accomplished in partnership with local HP employees, San Diego Super Computer Center and UCSD, Tribal Chairman’s Association, and Palomar College. 2) To teach community basic and more advanced computer skills. These will include best practices for utilizing the content of the internet and using the internet as a tool for Indigenous people to communicate and work to together not in America and throughout the world. 3) To train community and other organizations how to develop educational and training courses to take advantage of the distance interaction techniques and opportunities made available by the network. Models of digital communication will be emphasized that develop the distributed collaboration between tribal members over all of the reservations.
If your community receives an award, how will the community extend and build upon the effort after the three years of comprehensive support? Describe how the community will provide leadership, staffing, and financial support for the community network after the first three years (up to 1000 words). If an HP Digital Village grant - in collaboration with the existing partners - is successful in creating a distributed digital community we will have fashioned a self-sustaining mode of interaction that will transcend the obstacles to community development that past disjunctions have created. We believe that constructing a digital network that parallels the powerful interlinking of people performed by kinship in Southern California Indian societies will unleash innovative ways of strengthening both tribal culture and meaningful relationships with non-tribal institutions. A dispersed rural community with internet connectivity also solves some of the pressing economic and social problems faced by these communities, and also addresses issues that are important to local business. It allows the San Diego business community to cultivate nearby resources in response to rapidly changing labor needs. Many of the city's internet start-up companies face the challenge of recruiting and training so many new workers that they exhaust the readily available supply. The companies understand the need to reach more widely for specialized workers making partnership and investment in education and training on the reservations more attractive. We plan to form an advisory committee composed of local corporations and businesses interested in reservation partnerships as a source of community development and employee recruitment. In addition, efforts aimed at identifying and soliciting foundation, corporate and individual gifts will be a key responsibility of the steering committee.Technical assistance beyond the first three years will rely in part on volunteer activity within Hewlett Packark and its subsidiaries, the other project partners, and time and expertise donated by our local corporate partners. Should we receive funding,the local HP subsidiary would notify employees of the volunteer opportunities through corporate channels. The local HP site allows HP employees (with their managers' approval),4 company hours per month for this activity. In addition, some employees may choose to volunteer on their own time. The local HP could also provide some use of its facilities for meetings, ancillary equipment, materials, and people resources, and speakers to promote additional involvement.
What will your community do if it does not receive an award? Describe what plans the community has, if any, to use the proposal as a springboard for the community/region to address technology needs and/or to develop and sustain a community network (up to 1000 words). If we are not funded, the partnerships, programs, and community organizations will continue to pursue their current goals, constrained by the expenditure of resources necessary to overcome the huge geographical area and widely scattered population within San Diego area reservations. We will continue to pursue our vision of creating a digital dispersed rural community, but traditional grant agencies place the emphasis on the kind of community vision and empowerment that this proposal represents. Realistically, our efforts will be greatly reduced in scope and our goals shifted further into the future. Because ours is non-conventional community, separated by geographic as well as cultural and economic factors, our vision calls for working with all the tribes simultaneously in order to provide the connectivity necessary to allow us to establish internal networks, and external ones with the other tribes.
Include only the data that applies to your community. Be prepared to provide additional documentation if requested. (Final candidates for the awards will be asked to provide verifiable sources of this data.)
Population of the community - official population of your community 6330
Is your community or any portion of your community identified as an empowerment zone or enterprise community by the federal government? No
How many children (under 18) reside in the community; what is the percentage of children in the community? 2327
Percentage of children in the community eligible for free or reduced lunch in school? 75
How many people in the community have incomes below the poverty level? 1832
What is the percentage of people in the community with incomes below the poverty level? 28.9
What is the racial and ethnic mix of the population? Describe the racial and ethnic distribution of the population within the community (no more than 200 words). "Official" population, figures on children under 18 and above 55, and number and percentage below poverty taken from 1990 US Census.NOTE: Most demographers and community residents contend that figures for tribal communities based on census numbers are considerably lower than the actual population. Also, we have not included the urban American Indian population in these demographic figures although our proposal will reach portions of the urban Indian community.San Diego Region American Indian Reservation Communities(Statistics from Department of Commerce, 1996)Kumeyaay reservations: Barona Indian Reservation, Ipai-Tipai (Digueno): 450Campo Band of Mission Indians, Kumeyaay: 270La Posta Band, Kumeyaay: 16Manzanita General Council, Kumeyaay: 67Mesa Grande Band of Mission Indians, Diegueno: 63San Pasqual Band, Kumeyaay: 435Santa Ysabel Band of Mission Indians, Diegueno: 305Sycuan Rancheria, Kumeyaay (Digueno): 120Viejas Tribal Council, Kumeyaay: 431 Luiseño reservations: La Jolla Band, Luiseno: 620Pala Band of Mission Indians. Luiseno-Cupeno: 585Pauma (and Yuima) Band of Mission Indians. Luiseno: 151Pechanga Band of Mission Indians, Luiseno: 420Rincon Band of Mission Indians, Luiseno: 651 Cahuilla reservations: Los Coyotes Band of Mission Indians, Cahuilla-Cupeno: 212Agua Caliente Tribal Council. Cahuila: 296Cabazon Band of Mission Indians, Cahuilla; Indio: 25 Totals: 5117 (6100 according to 1990 Census) + 2558 non-enrolled reservation residents. These statistics only tell part of the story, as the Indian population of San Diego county numbers 21,500, according to the 2000 Census. This leaves an estimated San Diego County urban Indian population of about 16,385 (of all tribal affiliations). Many of these people will also participate in the training and educational initiatives that this proposal describes.
What percentage of people is over 55 in the community? 12.1
What is the literacy rate in the community? not known
What is the high school graduation rate? (%) 14.6
Please provide gender and ethnicity information for graduation rate above. High school graduation rate (over 2 years) is from Valley Center High School and Orange Glenn High School over 2 years, as Valley Center High School began operation in 1997-98 and incorporated most of the Indian students from Orange Glenn High School. Valley Center School District is 9% Native American, 25%Hispanic, 65% White, and 17% other. It has the largest Native American student population (not highest percentage). Most San Diego districts are 1% or less Native American (which is the statewide average). Valley Center serves the five tribes Rincon, San Pasqual, La Jolla, Pauma, some of Pala. Warner Springs School District serves Los Coyotes and Santa Ysabel in San Diego County and has an erollment that is 23% American Indian.
How many classroom teachers are in the local school system(s) serving the community? 256
Percentage of those classroom teachers have received formal instruction on how to use computers and the Internet in the classroom? 40.0
Percentage of those classroom teachers in the community/region have received more than 4 hours of formal instruction on how to use computers and the Internet in the classroom? 40.0
More than 8 hours? 0
How many ISPs in the community/region? - This is Internet Service Providers who offer local dial access to the Internet; any national, regional, or local provider may be included, as long as they offer local dial access (a long distance call is NOT required). 3
What percentage of those ISPs are local or regional companies (not national firms like AOL or MSN)? 33
Provide the URL for the town/regional Web site (if one is available) http://www.sanpasqualindian.org
Provide the URL for the county Web site (if one is available) http://www.co.san-diego.ca.us/
Provide the URL for the local school district Web site (if one is available) http://www.vcusd.k12.ca.us/
Provide the URL for the local community/civic Web site (if one is available) http://www.kumeyaay.com/
How many organizations in the community have broadband Internet access (public and private use) - Broadband access is defined as permanent, full time (not dial up) Internet connections with speeds of 256 kilobits or more; DSL and cable modems can be counted as broadband connections. By necessity, this will be an estimate. Contact any public or private organizations that are likely to have more than 10 to 20 computers in use, and ask about how they get their Internet access. The access may be T1 lines or other broadband access--but NOT dial up modem access. 2
How many community and civic groups in the community? Please describe in 2-3 sentences how you counted the number of civic and community organizations in the community. Civic Groups - 5:(NOTE: for purposes of clarity we have included the civic groups present among the seven tribes in the northern part of our distributed tribal community).- Pala Boys & Girls Club- Cupa Cultural Museum- Rez Ball Association (recreation sport activity for youth & adults mainly non- Indian Sports like softball, basketball, volley ball, but also traditional sports like Rabbit Stick comptetion teams, Team Handball (sports team handball)- Peon League (traditional stick/hand game with two teams of four. Both boys & girls teams. Partly game of chance includes traditional singing.- KCRC (Kumeyaay Cultural Re-Patriation Consortium) 12 tribes belong to bring back/rediscover culture fo the Kumeyaay peoples)
What percentage of those community and civic groups have a Web site? 0
How many of those community and civic groups use a mailing list to communicate with members? (Specify whether mailing list is manual, electronic, e.g. e-mail, or both) 5 groups - use manual mailing lists.EXPLANATION FOR COMMUNITY BUSINESSES: For the sake of clarity, we have listed only the businesses for the northern region of our distributed tribal community:- Survival Systems manufacture of lifeboats & boating safety equipment (Rincon).- Rincon Mushroom Farms(Rincon).- La Jolla WaterPark - recreation (La Jolla).- La Jolla Recreation Campgrounds (La Jolla).- Pauma Citrus Orchards (Pauma). The only other businesses in the whole region are gaming-related. Of the seventeen tribes, 4 (Pechanga, Sycuan, Barona, and Viejas) have gaming.
How many neighborhoods are in the community? - Use your best estimate of neighborhoods that have a clear identity and/or are identified by local authorities for planning and zoning purposes. 5
What percentage of the neighborhoods counted above have community technology centers or some other clearly identifiable computer lab or facility expressly for neighborhood use? 5
How many businesses in the community? - Use "official" estimates like local government counts of registered businesses. 4
What percentage of those businesses have a Web site? 0
See Section 5 for key ideas in planning your project.
Project plan - Provide up to 500 words that briefly describes the key points of your project as you foresee it. Discuss who in the community will benefit from the effort and how they will benefit. Short-term goals: - Extend the high-performance wireless network backbone to all seventeen regional tribes. - Connect this backbone to individual households and develop innovative programs to introduce and integrate computers into families. - Develop training within communities to support the digital network. - Expand existing computer and internet training within each reservation community. - Develop training teams to help new and existing programs to take advantage of the distributed digital tribal community.Long term goals: - Utilize the concept of the distributed digital tribal community and the technology underlying it to reconnect the larger Kumeyaay Luiseño, Cupeño, and Cahuilla communities in ways that overcome geographical isolation and their historical lack of resources. - Tap the experience and resources of each citizen through a broad range of partnerships to provide Indian youth and adults enhanced educational resources, training, and ultimately increased options and improved life chances. - Ultimately extend the reach of the distributed digital tribal community to Kumeyaay communities in Baja California that are increasingly separated from San Diego by the international border.All members of the distributed tribal community described in this project stand to benefit from the introduction of digital technology organized in the collaborative, community-based structure we have described. In addition, the project will increase the reach and effectiveness of all the partners external to the reservations: UCSD's outreach resources; Palomar College's satellite learning facilities on Indian reservations; community initiatives based in the Valley Center or Warner Srings schools. Tribal, federal, and state programs functioning on the reservations will similarly bridge the distance to the broader non-Indian communities where crucial resources and opportunities reside.
Partner participation - Provide up to 750 words that describe what role each major partner anticipates they will play in the effort, and what each partner is prepared to contribute to ensure the success of the effort. UCSD will provide to the project technical expertise, training resources, and limited funding for the extension of the high-performant wireless network. In addition, through an myriad of US and externally funded outreach and educational enhancement and attainment programs, UCSD will partner with the distributed tribal community in order to ensure that univeristy educational resources become accessible and have greater value for tribal members.Palomar College will generate innovative ways to deliver educational content to the distributed tribal community using newly deplayed connectivity. UCSD will also invest in partnership programs of academic achievement and the development of UC-elibible students in the community college. Using this relationship the partnership will incorporate outreach and preparation from the pipeline for Indian Students from the Valley Center and Warner Speings school systems.Reservation based community organizations, projects, and programs will continue to address the long-term social, economic, and cultural needs of the distributed tribal community in partnership with State and Federal agencies.Each major partner in this projects brings with it a cluster of programs and initiatives which can only reach their fullest potential in an environment enabled by a fully realized Digital Village.
Project outcomes - Provide up to 750 words that describe what changes you expect to see in the community after the project is underway and after the completion of the project. We anticipate two categories of of outcomes that this project will generate:1) We anticipate the short-term affects of an operational distributed Digital tribal community to include:- Building high-speed, broadband connections between the 17 reservations and the Internet.- Connecting our community digitally to provide access to the resources and opportunities available in the urban areas of the San Diego region.- Deliver educational outreach and access programs that can benefit from synergies created by a distributed digital community. - Provide training within communities to support the digital network.- Foster cooperative enterprises to expand existing computer and internet training within each reservation community. - Assemble training teams to design new and existing programs optomized to take advantage of the distributed digital community.2) We anticipate the long-term affects of an operational distributed Digital tribal community to include:- The creation of a digital network that simulates the powerful interlinking of people historically performed by kinship in Southern California Indian societies.- Organically broaden and extend the reach of the distributed digital tribal community to the geographically and historically related tribal communities to the north and south of the San Diego region.
Please do not submit a request for specific equipment.
