Jeu

One example might include a community soccer team who wishes to attend a tournament in other town, but the parents of two team members cannot afford the trip expenses.

The athlete/team creates a profile (team name, sport category, age group, club affiliation, social media accounts ), and then a 'project' called "Going to the Kamloops tournament in July". The project details would include a video showing the team and outlining the purpose of the funding requirement, timeframe (45 days), amount required ($900), funding levels ($5, $20, $50 & $100), and rewards for funding (T-Shirts, signed team photos, etc.).

Once the project is published, the system would send a link to the social media accounts for publishing on Facebook and a Tweet with a linkback to the project on our platform.

A potential financial backer would review the project and profile, and if they are agreeable to financially back the team members. The user would either create a personal profile or log into their existing profile, and then choose an amount. The backer would enter their credit card, and commit to make a payment.

All funds are held in a trust account, and settled with the athlete in accordance to the project type selected.

This solution is complimentary to other existing funding sources, but uses new technology to reach previously unknown prospective backers. Our methodology is also unique in that it regularly proactively communicates with each user. The use of recurring payments allows several micro-payments over a longer period, instead of relying on a single large donation.

Ao longo de um ano e meio o Parquescola Ecoetrix vem fazendo essa teia acontecer, trazendo para a região onde está instalado além dos orientadores de cada ação, profissionais e empresas que estejam em sintonia com a proposta de trabalho com tecnologias sociais. Propiciamos o desenvolvimento de multiplicadores e parceiros que compõem a teia de profissionais sustentáveis que entendem a visão holística do projeto e que atuam de forma sinérgica, abraçando idéia s e colaboradores. Conquistamos aliados e hoje nosso trabalho começa a expandir sua penetração social. Um exemplo de ação recente é a vinda do educador José Pacheco à Varginha para difusão da Educação Moderna a educadores e técnicos da região (mais de cem profissionais presentes) e no dia seguinte à São Tomé das Letras para a primeira reunião oficial com objetivo de elaborar um projeto de educação moderna no município, com a presença de professores, representantes e educadores da rede de ensino municipal (urbana e rural), da Universidade UNINCOR, do centro de referência social (CRAS) municipal, da Associação Viva Criança e do Parquescola Ecoetrix. Desenvolvemos ações de multiplicação de talentos e de transformação simultâneas e imediatas, desenvolvendo todas as linhas de ação nos cursos, palestras, oficinas e vivências, reunindo pessoas, sonhos, ação e transformação.

“To generate exuberant diversity in a city's streets and districts… there must be a sufficiently dense concentration of people, for whatever purposes they may be there...” Jane Jacobs, The Death and Life of Great American Cities (1961)
People make good places great. We believe outdoor ping pong tables will improve sense of community by drawing citizens from a range of ages and backgrounds to enjoy public space. Players will enjoy the benefits of improved fitness, hand-eye coordination, increased muscle reflexes, balance and a big smile through a low injury/ impact sport. This grant will be used to help us bring ping pong tables to our home town and to communities across BC. We’ll be looking to the public, community groups and city councils to help identify ideal locations for their ping pong table. Once installed, we’d like to work with our communities to study the impact these tables make and to better understand what locations make a good fit. In our home city we’d like to host a ping-pong championship open to everyone, a model we'll support other communities to replicate. In year two we'll be expanding on our previous year's success to support citizen groups and local government across Western Canada in acquiring a table for their community.

After picking out which walking trail to use, four stop points would be created offering varying workouts. Pull-up bars, steps, sit-up benchs and a rope wall could help many get in shape or heal faster and stronger with not much cost.

Our solution involves tracking 8 essential lifestyle factors for 60 days, 3 times a year; 60 minutes of activity per day, sleep, hydration, reading, decreasing screen time (video games & TV), fruits and vegetables, decreasing sugary food and drinks by eating 5 healthy meals each day, positive thoughts/anti bullying, and breakfast. We provide a complete tool kit to address the "how" in making healthy habits last, versus simply saying what the problem is and why.

Every morning of every school day, Power Start staff board buses at 7am and head out to pick up children. A few minutes before arriving at a child's home, the Supervisor calls the house to let them know they will soon be arriving. Some of the children literally crawl out of bed to meet the bus after receiving the call. Once on the bus, the child is greeted by a smiling, familiar group of faces and the same process is followed until everyone is picked up. Upon arrival at the school, the staff work to set out a nutritious breakfast for the children, assist them with basic hygiene (such as brushing their teeth and washing their hands and faces) provide some energizing and unique recreational activities and send them out into their day with a snack set aside for recess. This program is making a difference to so many children in so many ways...all of them come with unique situations. Some of the children initially have severe food security issues, and if left to eat alone, would eat themselves sick. Staff monitor these children to ensure that they are eating sufficient amounts and to give the children confidence that they will have a snack to eat at recess.

Qeyno is a classroom product that uses game-like rewards to introduce young millennials to career possibilities with the help of professionals as subject-related mentors (micro-mentorship), a mission/badge achievement system, and a challenge-board where they can compete and win prizes, internships, and scholarships.

The lack of teaching materials that address both the need for blind children to learn the Braille system, such as play and have fun like other children, has meant that elements generally used for teaching braille and previous work is made with poor quality materials, and almost no interest to young children. Thus we find "toys" made of rough wood with no meaning for children, or home-made items that can not withstand prolonged use, and the active" touch from learners ...
The doll Braillin, I propose, can be used from an early age.
Use:
Improved sensory development through the manipulation of different textures contributes to dominating the body scheme
Contributes to acquire spatial concepts (up, down, left, right, etc.) prior to learning Braille and mathematics (numbers 1 to 6)
Facilitates the learning of Braille lettering.
Contributes to the development of language, expression and communication with their peers regardless of the visual, through symbolic play
Promotes the incorporation of playful situations in learning contexts
Strengthens the affection and esteem of children with visual disabilities
Promotes acceptance of diversity
Contributes to the formation of a spirit of cooperation and cooperative
Promotes knowledge of reading and writing system of Braille, among children with vision.

The proposal has been already materialized and it is within Moodle.
It can be accessed in http://www.ytuqueharias.info/
User: estudiante15
Password 123

Heroes are trained in a three modules program: Values, entrepreneurship and ecology, when completing these modules the person is considered a social hero. The model is developed applying the ADKAR (Awareness, Desire, Knowledge, Ability, and Reinforcement) methodology to change behaviors. For example a class to practice empathy is the following, name of the class: Look at my heart, the first part of the class shows videos of children expressing feelings 8we create an alert), then they play a game where tell a problem to a friend (we create the desire) then they solve their friend’s problem (we generate the knowledge on how to apply empathy) finally children do something that bring happiness to a mate, and they repeat it in their homes covering the last two point of the model, provide the ability to apply the4 value and reinforce it. This model is repeated with different dynamics and strategies in the hero training process. Main activities carried out by children attending the three month’s program are: Getting to know my super powers (super powers are values such as empathy, love, friendship, respect) what I want to be when I grow older? (we motive children to dream about their future and how they can achieve so by applying the values). Develop you talent hero (we inspire heroes to practice a sport or other activity generating happiness to them).

Kids can play these “mindful games” either at home, after school or in a traditional classroom environment. Users simply put on the headset and load the game application, where their environment and progress is then controlled by their mental states. Current early prototypes using this technology include Star Wars themes where Jedi control of objects is based on the player’s concentration levels. Anthropomorphic flora that grows and responds to a player’s para-sympathetic nervous system. Characters that only respond favorably when the player approaches them in a mental state proven correlated with compassion and empathy. By attaching these and other novel mechanics to interactive game worlds, we can sculpt the players experience to bring them into a range of positive mental states.

The headset reads the child’s attention/meditation levels on a second-by-second basis, acting as a novel and exciting interface into the mindfulness game. After the game play is finished, or assigned “homework” levels have been completed, teachers can optionally review the students attention and meditation scores to make sure they are engaging and benefiting from the application fully, helping them learn alternative focus and mindfulness techniques if necessary.

A good example is the Forum: in the 2nd Forum children told there were no places to play in their neighborhoods. From this, a group of five organizations managed to get funds from the Arcor Foundation and a commitment of the local state to properly equip two squares. The entire community participated in the process.
- Meetings and Consultations in schools and community centers: allow children and educators to discuss daily conflicts and create solutions together. In schools where the workshops took place, there was an improvement in the community environment and the proposed changes were generated by children, such as including table games at breaks.
- Arts and sports activities: allow groups of children to organize around group activities, and collectively build a children’s group. In the process they can be accompanied by adults, but children should always play a leading role. Groups that began participating in workshops are today co-managed with adults. The boys’ soccer workshop, for example, has redeveloped a wasteland to make a soccer field that today is part of a soccer league.
- Youth communications teams: children and youth inform their community about the projects’ activities, learning communications techniques in the process.
-Youth Group: promoting the rights in their community, creating relations with younger children.
-Cultural events: offer children and adults shared access to leisure activities.
-Monitoring of children in distress: it involves children and families together to solve difficult situations and return to school.

Pinoteca es un modelo de intervención porque involucra a los actores inmediatos al entorno del niño, por ejemplo:
• Los profesores/docentes, participan de talleres y acompañamiento psicopedagógico, con el fin de que integren la metodología a las clases regulares. Se les orienta sobre su rol de facilitador en la construcción de relaciones sociales sanas a través del juego.
• Los padres y madres de familia, que tienen altos índices de stress, participan de sesiones de yoga y talleres a modo de conversaciones grupales que los hace integrarse, conocer y resolver sus dudas y problemas, compartiéndolo con sus pares y generando una red de apoyo para los padres.

El expertise que posee AFI PERÚ, en estas líneas de acción, está siendo aprovechado como un servicio de capacitación especializada a un centro educativo de nivel inicial, ubicado en el Callao (Provincia de Lima).

Por otro lado, Pinoteca es un modelo de aprendizaje horizontal donde niños y voluntarios interactúan a través de juegos y dinámicas, generando un vínculo simbólico que incentiva la creatividad e imaginación y su capacidad para escuchar y respetar a otros. Esta experiencia ha sido sistematizada y se propone ofrecerla a empresas como parte de sus programas de voluntariado corporativo.

Jared, a 15 year old African-American boy sits down to play the game. His character's name is Kronk and is a member of the Bovil group. He lives in a Bovil neighborhood, has had mostly bovil friends and colleagues. Kronk is a cop. Kronk wakes up and has the option to read the paper at breakfast. He chooses yes, and reads stories about break-ins committed by some Zoinks in a nearby town. He puts the paper down and gets in his car. He decides to turn on the radio and changes it to the news station. There is another report of a Zoinks committing a wave of robberies in the next state. He changes to a popular music station and hear's some famous Zoink rappers. He changes back to news. He is at work. He has been assigned neighborhood patrol. He and his partner drive through the neighborhood. He can choose to stop to talk to a Bovil neighbor. He does. He continues through the neighborhood. His partner calls to his attention a group of Zoinks walking together. He turns to Kronk and gives him the option of questioning them or just driving past. Kronk decides to stop them.

After playing that round, Jared can be probed either discussion style in class or in the game, if Jared's decision to stop the Kronks was racist. Was it profiling? Was it stereotyping? Or was it responsible action.

Each module allows for the character to make the small decisions we make daily. At crucial ones, (such as the moment the player must decide whether to stop the Zoinks) they are forced to reflect on the motivation that lead to the action in the game and in real life.