Volunteerism

As kids are learning about the world in the classroom in an academic way, we encourage teachers to include a moral education component to their lesson through the use of our fundraising experience. We provide teacher's with a facilitators guide that is a step-by-step outline of how they can engage their students in our experience. We empower them with the tools they need to get the job done through providing them with posters, flyers, PR samples, t-shirt order forms, worksheet activities, etc. As the students engage in this fundraiser (the form of the fundraiser is their choice, but we provide them with ideas of possible set-ups), we work with the class/group of students to pick a project goal (ie. to provide X number of specially built bikes for Zambian children to get to school, build 2 classrooms, contribute to fund a new high school). The result of this experience within a student's academic experience is their ability to connect what they are learning to real world problem-solving and leadership. In empowering students to run their own fundraiser, they create their own impact and then see the results of their efforts and witness the change that they, as one kid, can make for other kids like them. Teachers report that after facilitating this kind of experience in their classroom, they see the hearts and consciousness of their students change. The best part, the change created is compounded because at the same time, there is change happening in the lives of African kids as they receive the care they need through the funds raised by this model.

Taking my school as an example, we integrated the NPFH program into our curriculum and had students interact by talking about the vast different culture that makes up our school. We also expose them to the different sexual orientation that our community has and how to relate to those group of individuals. The program taught students how to communicate with them and showed them some of the programs they face in society. As well as the problems of every other race and religion. Student learned how there in-actions are hurting them and the remarks that are said only prevents them for interactive.

Student even learned how bully plays a role and how to stop bullying. All this was possible through ADL No Place for Hate Program.

Our solution makes a difference through high student involvement. In her written reflection, one of our fifth graders commented that “the Souperbowl of Caring has helped me to care more about helping others and the environment”. She has participated in the Souperbowl of Caring for three years now caring for the environment. In their first year, they sought to plant and care for trees. The second year they raised money for organizations that supported the environment. This year they made their care project more service oriented by cleaning litter around school grounds and city parks. When asked if the Souperbowl has helped her to understand the needs of the environment more and develop a heart for caring for the environment, the same fifth grade student responded by saying “definitely! I didn’t care as much before but now I really do”. Her growth is not only seen in her comments and reflections, but in the progression of her classes care projects over the years from minimal involvement to service oriented projects.

drug addicts, this problem starts from their home which their family does not care about them, then they stray away from home to find a friend to replace their family family position. unfortunately they have choose a wrong person to make their friend

SPARK Year will include all 6th grade students in 13 days of programming, including two overnight camps. This program is designed to break the “Myth of Middle School” - the belief that middle school years are full of dread and negativity; that parents are not welcome members of the school community; that 11-14 year-olds are disrespectful and self-centered. During this time of rapid brain development, it is age appropriate for students to be egocentric. We are determined to transform this attribute from a negative into a positive trait.

SPARK Year activities will foster in students a desire to:
•Be lifelong learners
•Participate in middle school as empathetic community members
•Replace the “myth” of adolescence with their own truth and perspective
•Value their local community
•Focus on their individual holistic development

Major shifts will take place within the school environment. The cafeteria will be restructured into an inclusive and less socially complex family-style dining model. "Core Plus" courses will allow students to engage in a variety of six-week blocks designed to develop different sparks. Two staff members will be dedicated to teaching and supporting the behaviors associated with empathetic individuals. Our current Community Services Building will be converted into a “Social Lab”, a safe space where students can experiment with their emerging soft skills and work collectively to grow their “sparks”.

The first activity to start up a school business. Step 1 - Is to contact school directors and make an analysis of 1) the most burning needs and desired investments on the school and 2) of a business potential of the school - want to have look on their social and human capital, their physical ressources (classrooms, areas to rent etc.)
In the next stage we would come up with solutions (products and services) for the school and start up with the business in order to be able to earn money for the school and pay ourselves. As soon as the school generates surplus a part of it will go to our fund (independent on the school accounting).
Step 2 - Is to start up with including students and teachers into the whole process. We would start up courses and working groups where students could learn about the current entrepreneurial activities of the school, think about its problems (or/and problems in the community) and come up with creative solutions. In the working group(s), students would start to work on their projects. Our role would be to coach the students, offer practical workshops on different soft and entrepreneurial skills and to find an optimal way of how to include teachers.
Step 3 - We would then focus on "selling" the students products and include them in the fundraising and PR activities to promote both their school and their work.
Step 4 - The money collected in our fund should serve both to support students projects and to help other schools to do the same thing and to multiply this model in the Czech Republic and who knows where else...

We plan to host a competition to engage students, schools and communities across the US to bring positive impact into the world. Participating high schools would form project teams (including at least one student, one teacher/advisor and one parent) to develop their project ideas and determine a minimum budget. Once accepted, the project would be published on our site and the project owner (schools) will earn reward points and status in our Circle of Good™ online community. Like any school fundraiser, the project team would provide incentives to donors (tangible items are offered for different donation levels). Members who donate also earn reward points and status. Using an all-or-nothing model, the exchange of incentives for donations are only completed if pledges meet or exceed the minimum budget for the project. If successful, the school would receive their funds (minus fees), of which 10% will automatically be budgeted to benefit their students. The remaining funds would be used to execute their community projects to help those in need. Besides donations, any member can vote for their favorites and the most loved and most successful projects win additional prizes. This program challenges and incentivizes teams to become engaged with their community, innovative in project creation, responsible in project management, and collaborative with others. Everyone who participates, can benefit from this project. This is our way of recognizing and rewarding positive student role models, teaching empathy and fueling a wave of good.

Examples of experiences from our program specific blog ihearyou.t-oigo.com:
(parent) This student has connected perfectly with our son, Rodrigo. With her dedication she has created a positive attitude toward English: every week he eagerly waits for the visit of his American friend. She has been not only a teacher but provides an authentic cultural exchange through games and fun. Naturally and progressively we have achieved that he has loosened up, using phrases in daily normal situations. He says “Mami, can I please watch tv?” Or “Mami, I want potatoes and fish for dinner.” Something really incredible for us! I want to transmit how lucky we feel to be able to access this program and to have (Student) as part of our family.”

(student) I honestly didn't know what to expect because I have never worked with anyone with hearing loss, but I'm so encouraged by Adrian. He's so smart and he is able to understand everything. I speak slowly and clearly and make sure that we have eye contact. Kids with hearing loss are able to do absolutely everything that kids without it can do. I can definitely understand that learning a new language is frustrating and difficult, but Adrian works really hard and I can tell that he is really trying. It's fun to watch him learn!

Students use their creativity to develop age- and language level -appropriate activities to do with their “child”. The children currently are 3 to 12 years. The students and families blog regularly about their experiences and share ideas to reflect on how the experience affects their perceptions and how to improve.

Step 1: PEACE staff and faculty train PEACE Educators (philosophy/education majors) in curriculum development, informal education, and exploring philosophy/social justice with youth. Educators develop the skills and knowledge for promoting SSK, critical thinking, belief/value sharing, dialogue, and self/social awareness through activity based discussions.

Step 2: Educators create a 10-lesson unit exploring topics of social justice through a philosophical lens. The pilot unit "On Identity and Society" includes lessons and exploration of thinkers such as: 'What is Personal Identity?'(John Locke), 'Responsibility, Justice, and Difference' (Peter Singer), and 'Bridging the Gap' (Martin Buber).

Step 3: Educators work with school/community partners to test and implement the PEACE unit. In this year's pilot, we are working with over 45 NYC students at 2 partner sites. One lesson has students explore the role of empathy and mutual understanding in democratic discourse. Students photograph their peers to represent identity-based perspectives on social issues. Students then exhibit and engage in philosophical inquiry to practice the skills required for public dialogue.

Step 4: 'The Summit', a day of scholarship and service, joins PEACE students with the college community to explore issues and take part in community projects. Pilot theme: Identity, Discourse, and Democracy.

Step 5: Feedback will be conducted on training, curriculum, and Summit by all participants via quantitative and anecdotal evaluations. PEACE staff and faculty then analyze/report on collected data.

This project will creat awareness and make students to leaders and change agents to their schools and also to the community in general,also will make students to be aware of currently existing issue related to social, economic and environment issues and how they relate to their existing life today and in the future and brdge the knowledge gap which is existing in our school curricullum with tradional subjects with a liittle chance for students to know the existig and practise reality existing in the world.

Aminata did not fill out her last medication prescription. She was out of insulin on a week-end. Aminata needs to quickly know what pharmacies are open on the week-end. Either she is at a walking distance from a pharmacy or can check out the list of pharmacies that are on duty on the door of that pharmacy. Otherwise she may drive or take a cab to go there. The information can be posted but often it is not. With our system, we provide that information by SMS. Users are sending SMS to a short code. Now, what happens if the pharmacies on duty in her city do not have insulin? Sometimes pharmacies have restricted stocks and patients are at risk. We heard many examples where patients died because they did not have access to medications on time. We propose to extend SMS Pharma for users to be able to locate medications. This service will involve pharmacists who will be able to answer and also community participation. Some dedicated and volunteer “reporters” can register to be “trusted’ reporters and submit this information to support health care access. This extension implies the broadcast of SMS. SMS Pharma wants also to be an engaged service by providing dedicated health information (e.g., malaria awareness and anti-tobacco campaigns).

The ACE Africa ten-year model focuses on all factors that impact the child, household and community life concurrently. In order to achieve this the programmes address four thematic areas:
1.Community Livelihood Initiatives – training in organic methods of agriculture, nutrition and the management of HIV and AIDS, nutrition related income generation, community organization, governance, project cycle management, monitoring and evaluation, reporting and budgeting
Activities include; school & household kitchen gardens, poultry-rearing, dairy-goat rearing, fish farming and soya flour production
2.Child Rights and Welfare – building community ability to protect the rights of people living with HIV and AIDS (PLWA) and children, provide essential direct aid and training in Child to Child HIV education and life skills
ACE Africa has established Child Rights Committees and Area Advisory Committees to deal with cases of neglect, abuse, exploitation, discrimination etc. These committees have been trained to identify cases within their community and refer to necessary service providers and local judiciary.
3.Counselling and Wellbeing Services – provision of outreach counselling, VCT, referrals, nutritional supplements and medication to PLWA and OVC
4.Education and vocational training – secondary school bursaries and alumni, vocational training and skills development and career advice

Picture this : The co-founders of Simply Equal Education are doing a presentation in a elementary school classroom about what it would be like to grow up and go to school in Equatorial Guinea (EG), West Africa. The students have been learning dances that the students in EG taught us, and have been learning to connect things in their lives to what we are telling them about the students in EG. By the end of the presentation, invariably we have a student say "Lets do something about this!" So we help the students design and run a project that will help make a difference. It is important that the students don't fall into a deficiency lens of "they are lacking" so we focus on whats cool about both places and the areas where both places can learn from each other.
We also run a program called SEE Your World which is a service learning exchange program helping teens from two countries form friendships and work together to finish a service learning project in both communities, making sure that they are providing a helping hand not a hand out in both areas.

"The School Next Door" brings neighbor private and public schools together through games, sports, and cultural activities that take place in a regular basis. This interaction promotes empathy among privileged youth, resulting in their engagement to improve the living conditions of the neediest and thus aiming to create a more equitable society. Our goal is to achieve a change of behavior that will commit privileged youth with their community.