Citizen participation

Let sheema be a girl going out alone at night and she feels that she is being followed. She presses one mobile button and the call forwards to five girls who immediately arrive there to give her company.

let ashima be a girl who has just been beat and thrown out of her house by her husband, she calls one number and gets cnfidants an people who are ready to give her emotional support and provide a support frame she feels comfortable with.

Primary Activities: Set up the website and the automated call service. Try to integrate all strata of girls and women present in the country.

An example not mentioned in the Solution section above are the “Hearing Voices That Are Distressing” workshops that we offer regularly in Victoria and Nanaimo, and even in Vancouver. These four-hour workshops provide a simulated experience of the voice hearing experience and allow the participant to appreciate concretely the challenges presented by carrying out everyday tasks while experiencing this common phenomenon. Participants wear headphones that reproduce a recording of voices spoken by the authors of the workshop, all of whom are voice hearers themselves. City bus drivers, bank tellers, librarians, corrections officers, family members as well as nursing, criminology, and social work students, among others, populate these sessions.
The workshops are offered for a suggested $25 donation per participant; however, the donation is waived when requested. Two staff persons and two volunteers deliver each session. The outcomes achieved by these workshops are 1) a demystification of hearing voices, and 2) enhanced motivation and skills to engage productively with active voice hearers, and 3) intersectoral networking. Participants are invited to take advantage of other Columbian Centre public education offerings.

Our main objective is to "Increase the overall health and well-being of people in the North Cariboo through improving their knowledge of and access to affordable and nutritious food." By increasing awareness and skills, and providing new initiatives to address gaps we will improve the ability of community members to access affordable, healthy food.
Our primary activities are to:
- Identify and document the food security issues in the community
- Identify current and potential sources of nutritious and affordable food
- Identify food security priorities and goals
- Engage the community in developing strategies
- Develop a community plan of action
- Implement a series of educational/awareness workshops
- Implement new initiatives to address food security issues and gaps

The Inn-home Support coordinator referring case-worker, and the advocate remain in communication by way of a confidential log, through which the advocate summarizes visits with his/her client friend. These reports are confidential and read only the Inn Home Support Coordinator and the Social Service Agency worker. This allows any issues the client may have to be flagged and addressed by the professional outreach worker prior to a crisis situation that could lead to housing loss.
On average, visits take place weekly, last an hour or two and, to provide real stability, require a minimum of a one year commitment from the advocate (The client can end the association anytime). There have been 58 client/advocate matches since the program inception and 55 clients have maintained housing. This 95% success rate is extraordinary. This program, although not resulting in material products or impressive buildings, is a quiet, gentle, people-to-people structured approach for increasing housing stability. Often we find that advocates do far more that we would ever ask or require of staff or volunteers, purely because it’s based on a relationships of mutual respect and kindness, and that’s how friends interact.

A girl from a village in rural Kenya and a girl from Mexico City may not seem on the surface to have much in common, and will almost certainly never come into contact with each other. In our program they will be introduced and led through guided discussions moderated by highly skilled facilitators and designed to build empathic listening, understanding, and respect. The girls will encounter new ideas, while developing self-confidence, political acumen, and public speaking skills.

Our initial, simultaneous activities will be recruiting participants through our established network of over 100,000 women in 120 countries and our web of partners, selecting facilitators, and refining the curriculum, using existing materials and customizing them to fit our audience and our organizational learning culture.

On calling the LEBTOP Toll free number for the first time the User will be TESTED in English skills and will be GRADED.

Next time he calls, he will hear: “Hi, Press 1 to Teach, Press 2 to Learn”. Based on the users choice and his grading in the initial TEST, a talking partner would be selected and connected.

Suppose a person with average English speaking skills calls. He can LEARN from Better persons and Improve his Fluency, Correctness, Vocabulary,etc.. But to keep LEARNING he has to EARN his Minutes by TEACHING people of lower levels. Thus such persons can TEACH , say Rural/Village people who have access to phones. Thus EVERYONE learns English.

Scaling Up the Model, THe system becomes, Learning LANGUAGES on PHONE. Everyone can contribute by TEACHING their NATIVE LANGUAGE to other people and LEARNING a NEW LANGUAGE from other people.

My solution make difference from the other food court in many ways . First of all it is eco friendly , it leaves negligible amount of waste product ,the food court runs on inovation and not on electricity.From the success of one outlet their could be chain s of the franchise and the the government will also support and encourage the project and will offer some tax relief because government also want to show puplic that they have done some work to reduce pollution and have taken step towards sustainable development.

Joe Mola has just moved to town and doesn't know many people. He is a young man launching a business mowing lawns. His business joins community way and donates $500 community way dollars to the Food Security Society and $500 to Girl Scouts. The Girl Scouts exchange $500 community way for Canadian while selling chocolates and use it to buy new uniforms. The Food Security Society exchanges $300 of the community way dollars for Canadian and has the capital to buy equipment for making a garden. They use $100 to pay Joe to mow the lawn in the garden once a month for the summer and $100 to pay people for contributing plants. Both Community Service Organisations thank Joe by an article in the paper and by telling people who bought the cw$ that he among other participating businesses would accept it. Lucy, a mother of one of the Girl Scouts, needs her lawn mowed so she hires Joe. She has enough cw$ to pay Joe half in community way. Joe uses the community way dollars he has earned to take his girlfriend out to a local restaurant.

In summary: Business (Joe) – gets a lot of good publicity, two mowing jobs which could turn into regular clients and dinner at a restaurant. Community Service Organisations – have cash to reach their goals. The Public (Lucy) – gets to support her daughters club, have her lawn mowed and support a new local business.

There will be 5 primary activities:
1)Identifying the Issue
Girls and boys will prioritize one key issue (e.g. health, girls’ education, violence and abuse) and analyze the differential impact on boys and girls using a gender lens.

2) Data Collection & Improving Visualization
The youth groups will collect additional data related to their area of focus and add to the base maps made last year (available on OSM). Working with Development Seed, an open source mapping firm, Plan will improve the visualization of information, forming easily accessible and interpretable data that can be used as a basis for discussion and for future tracking and accountability.

3) Sharing the Maps Offline
In order to ensure that the maximum number of community members can access the maps and graphics, they will be printed and displayed in prominent places within the communities and council offices.

4) Training Local Council Members
Local councils will be trained by the youth on how to access, use, and interpret the digital maps. The ongoing dialogue between the youth groups and the local councils is key to ensuring the sustainability of the project.

5) Social Accountability Tools and Advocacy
The youth will use appropriate social accountability tools (e.g. social audits and participatory budgeting) to gain community input and to add depth to the data they have mapped. They will then implement an advocacy plan to dialogue with local service providers and government officials with the aim of improving transparency, community feedback on services, and government accountability.

1. Trained neighbors, known as Community Developers, organize their fellow neighbors to promote the natural gas project in their blocks.
2. This community organization is consolidated via the Neighborhood Trust Fund.
3. A financial and technical plan is made based on individual housing needs, later a single proposal is made to financers on the behalf of 1000s of neighbors.
4. The diverse financial capacity of neighbors, some can pay in one go others require up to 72 months, combines together allowing the offer provided by banks to be adapted to neighbor’s needs. The financers accept the collective guarantee offered by neighbors (this includes an additional sum voluntarily paid to the bank until the works are completed and the mentioned money returned to the neighbors via the Trust Fund).
5. Households with natural gas increase their incomes by 5% per month due to reduced energy costs and home values are increased significantly. Our Observatory shows a 20% reduction in respiratory illness, 40% reduction in flus and 50% drop gastrointestinal sicknesses. Furthermore levels of comfort and family life are greatly enhanced.
6. At the same time the model empowers individuals (in particular women and youths), strengthens communities and promotes social inclusion.

Developing women social competencies and promoting women participation in the development and implementation of socially important projects will be achieved by introducing state-of-the-art communication technologies to women networks. New learning materials, on-line trainings and face-to-face trainings will be developed and made available through the Learning and Knowledge Transfer Hub to be established under the joint project.
Social competencies will be formed through the following instruments and project activities:
Capacity development of women in secondary schools, including volunteers and other target groups, though face-to-face and on-line trainings and web-design, etc.;
Networking and peer-to-peer networking between project target groups and other players;
Practical experience for students from pedagogical schools by volunteering in project activities in rural schools and women centers;
Support to creating e-communities and developing web-community social services and projects involving project target groups;
Support to women to develop skills for solving community problems, including proactive approaches and citizenship skills;
Training of teachers in the organization and career orientation curricula for secondary schools;
Introduce volunteerism in the local development agenda;
Utilize information,learning,training materials on the Project Portal Learning and Knowledge Transfer Hub for further development of women

A young woman from a traditional, conservative Muslim family or a progressive, activist family may arrive on campus or in a new workplace to find groups pre-sorted by religion and political position. People assume they know what she thinks and where she belongs. Most online spaces reflect the live ones. In our program she will be introduced to a peer from a background or ideology she might not otherwise encounter, or view only as “the Other.” She will be led through guided discussions moderated by highly skilled facilitators and designed to build empathic listening, understanding, and respect. She will gain confidence as well as skill in consensus-building and respect for differences. She will gain the clarity and experience to develop her own political goals and work to achieve them. Taken to scale, this program could not only reduce the traditional under-representation of women in the political sphere.but also actually change its character to one of collaboration toward common goals.

Our initial, simultaneous activities will be recruiting participants through our established network and our web of partners, selecting facilitators, and refining the curriculum, using existing materials and customizing them to fit our audience and our organizational learning culture.

The opportunity for Filipinos and Canadians is immense. And the formation of SIKAT could not have come at a better time. Asia as an emerging market, of which the Philippines is strategically a part of, is a gold mine of environmentally compatible, organic products that are just waiting to be brought to the marketplace, and the cooperative framework is becoming the leading business model in BC.

As a cooperative, SIKAT Trading Co-op logically conforms to this economic premise follows, and where the 7 internationally recognized principles of cooperatives is its heartbeat as well:
1) Voluntary and open membership
2) Democratic member control
3) Member economic participation
4) Autonomy and independence
5) Education, training and information
6) Co-operation among co-operatives
7) Concern for community

The organization is owned by members who participate in the cooperative on the basis of one member, one vote. Members can be utilized as ambassadors to promote the products in the Canadian market. As member-owners, they share in the profit of the organization. This model allows all members to share in the success of the organization.

The Current model includes monthly events and miniature small groups based on geography and industry called PODS. Each month, a business leader or professional from a social or environmental discipline will dialogue and engage with the young professionals on how they see their lives engaged with social and environmental justice. Thus far, we have seen on average 80-100 young professionals attending (with very little marketing.) In between events, small groups called PODS will meet on a regular basis. For example, young professionals who are situated in Downtown and are in Finance will meet with Tamara Vrooman (CEO of Vancity) on a casual basis to be mentored, counseled and coached on how they can engage their work while integrating social and environmental justice. During these POD meetings, they will share ideas, expertise and develop initiatives that they can put into practice at their workplace so that their work is intentionally integrating social and environmental principles

I join Speak for Her, indicating that I am located in Chicago, IL, USA, zip code 60622. I am interested in women's leadership in international organizations, domestic violence, and Afghan women's issues. I wish to be contacted by email just once per week, Tuesdays at 5:30pm, regarding a maximum of five issues.

On a Tuesday I receive an email with the following:

1) A note explaining that the Violence Against Women Act is up for re-authorization. The phone numbers of my senators are listed along with a pre-scripted message for me to leave in their voice mailboxes. The Act's sponsor input the names and contact information of all voting Senators, and the details for my Senators were retrieved based on my zip code. I may call my senators using Google Voice on my computer, or use a personal phone.
2) A petition to NATO leaders to include women in the Afghan delegation to the forthcoming Summit. The sponsor of the petition obtained the appropriate NATO contact information. I click one button to sign and send the petition.
3) An email to the newly-elected woman president of the International Cancer Society congratulating her on her success. I can copy and paste the email and send from my account or click to open an external link to send it.
4) A letter of solidarity to the Afghan Women's Bar in support of their efforts to pass a new piece of legislation providing enhanced legal protections for domestic violence survivors.
5) A letter of thanks to an Egyptian judge for dismissing charges against a domestic violence survivor, in response to last Tuesday's petition.

An organization that we are partnered with works in a high-profile area providing meals, shelter and counseling for the homeless. Staff are limited and their resources also limits how many workers they have available to serve the homeless.
What if students could creatively develop a fund-raising idea or program that would provide ongoing funding that is effectively self-running? Or what if they could raise $10,000 for the organization in three months? Perhaps the organization could benefit from students creating a video package that raises awareness and funding for programs for the homeless?

Our goal is simply to partner students with organizations who are wanting to make a significant social change in Vancouver. The organizations would provide a specific need that students will then deliver tangible change (deliverables). As a student club at Simon Fraser University, we have the connections needed with other students to encourage social change with organizations that we have created partnerships with. Through the school year, the students will work together as a team and have meetings with the organizations to talk about specific deliverables to fulfill. Each team will brainstorm solutions, initiate and complete the task given to them. We provide leadership training, mentoring and resources for the students along the way. In Feburary 2013, each team will present their results in a multimedia presentation to a judging panel. The prize will be a dinner with a top entrepreneur and/or financial reward.

Teach For Pakistan strives to achieve its goals by:
Recruiting and Selecting outstanding university graduates and young professionals of all academic disciplines and career interests who demonstrate the core competencies to positively impact student achievement as Fellows, and can become lifelong leaders working to effect systemic change.
Training and Supporting Fellows to be excellent teachers in the classroom, leading their students to achieve significant academic and non-academic gains that allow them to compete for better opportunities in higher education and later life. Prior to starting their teaching term, Fellows attend a rigorous 6 week training institute designed to build the foundational knowledge, skills and mindsets they need to become highly effective teachers in challenging circumstances. Institute is followed by regular classroom observations and feedback sessions, as well as needs-based workshops to strengthen Fellows’ teaching ability.
Placing Fellows in full-time, paid teaching positions for two years in under-resourced government and private schools in under-served areas.
Building Partnerships with leading businesses and institutions to support our Fellows and Alumni, enabling them to accelerate and maximize their social impact
Enabling Alumni to address educational inequity by fostering the network between them, and creating clear and compelling paths to leadership within their chosen career fields of influence.
Measuring Impact being created by Fellows and Alumni, and evaluating outcomes to continuously improve our program