Protagonismo juvenil

Our model begins with the voices of our subjects, vulnerable youth in the Downtown Eastside of Vancouver, BC. Kloshenem learned by doing consultations the needs of the students, the schools, the families and the community. Communication and consultation initiate and drive the process. In discerning the needs of the students we can tailor a program specific to those needs, a program that may involve play/story writing, traditional and non-traditional visual art work, elder visits and public sharing of their work.

One success story occurred in our partnership with a non-profit FN organization. Their needs were health related. Kloshenem developed programming that gave the students a sense of belonging, mastery, independence and generosity. The students learned these concepts, applied them and shared them with their family, friends, community and stakeholders. The primary activities were teaching concepts through art using professional art-educators such as visual, drama, media, dance artists and elders. We developed programming that helped the youth learn about mental health through painting, self-esteem through drama, community through dance and cooperation through Aboriginal games. The program culminated in an art show in a prestigious Lower Mainland gallery. Youth attended the art show opening and there was a feast to celebrate what the students had learned. The feast acknowledged Aboriginal culture, tradition and protocol and was proudly hosted by the youth. This pride beamed through the youth as they saw their potential celebrated on a public scale

Creating a scholarship program for private music lessons and group ensembles would give more students access to music education. Our plan would be to set up a scholarship application process that would help students apply for lessons in a way to encourage dignity for the family, but also open up opportunities for students.

Students applying for music scholarships wouldn't have to prove their academic excellence or their musical aptitude, but rather a genuine desire to learn and participate in the program.

This program could start with funding, but could grow into students giving performances as fund raisers and supporting other students who would also benefit from a music education. This would add a sense of accomplishment and community involvement for the participants.

This model also promotes employment for private music teachers in the community and gives them an opportunity to work with students who are eager to learn music.

We started with a group of 16 ex-recidivists to create a local waste disposal service (the area was previously not covered by city disposal service, community used to dispose their garbage to the nearby river). The venture serve local neighborhood (RT- community neighborhood smallest unit), with a population around 150 households and a weekly waste collecting fee of Rp 2000 (USD 0.2) per household. From the fee, and other income (such as night watch), neighborhood committee has a community fund of Rp 2-3million per month.
This community fund becomes the base for the neighborhood safety net. The venture group actively sniffs problems faced by each household. E.g. upon school enrollment season, they promote how families can borrow from community fund to pay registration fee. When a community member is critically ill, they organize a pick-up to local health center and assist the care financing.

From September 2012 to December 2012, the Big LEAP team will make weekly visits to classes where we will engage students in various activities and raise their awareness of different kinds of people, events, and community initiatives. Guest speakers such as First Nations elders and firefighters will also be scheduled to allow students to gain firsthand insights on different cultures and festivals in their very own community. Some topics that will be covered include the Chinese Mid-Autumn Festival, Thanksgiving, and the First Nations Potlatch.

The Big LEAP program will also introduce children to important life skills such as gardening, healthy eating, and staying fit. As well, our program aims to foster a sense of connectedness to their community by donating food to the homeless in the Downtown Eastside and learning other proactive ways in which they can help their community.

As a classroom program, Big LEAP provides these students with opportunities they may otherwise not experience due to limited resources and contribute to building meaningful relationships as we recognize the importance for troubled youth to have role models to connect with. We strongly believe that by involving these students in the community at a young age, we are able to support and provide them with appropriate skills to succeed in life to become contributing citizens in the community.

Kenndal’s Kids works directly with local community centers and hockey associations to ensure it’s resources are being offered to those who it will most benefit. We challenge local businesses and successful individuals, in a pay-it-forward approach, to offer free of charge; their time, insight and/or resources to help develop our youth. This includes NHL players, business men and women, professional trainers, nutritionists, and speakers.

Our model is a two tiered approach:

First; We begin with a custom tailored Hockey camp. Although hockey is our backdrop, this camp is formatted to develop a complete and balanced set of life skills. We do this by breaking up the day into segments which include; athletic development, nutritional information, and interactive development sessions.

Second, we offer continued support and resources through-out the hockey season which will include skill development and/or equipment.

Sport offers the ability to teach some of life’s most important goals in an interactive environment. Kenndal McArdle chooses to use hockey as our backdrop for two definitive reasons.

By offering the resources that made him successful free of charge, it is a live example of the importance of giving back and the ability it has to create positive change. This has an affect on the kids involved and our parters willingness to do the same.

2. Our nation’s sport is also one of the most expensive to play. We believe all kids deserve the same opportunity to play and realize their potential in the game which unites so many of us.

The teens and myself are contacted by, or we contact, a non-profit organization or fundraising group that has a project that needs help with technology. For example the Kootenay Boundary Regional Hospital Digital Mammography Campaign.

We have a meeting with the organization to determine their needs and decide that doing a live internet broadcast of a fundraising event that mixes live broadcasts with recorded video would be an excellent idea.

The teens meet to discuss ideas for the project and determine what resources will be needed, what the timeline is, and who they will need help from. They meet with the different teams in the company and assign tasks: visuals, live stream production team, marketing, finances to get the project started.

The teens realize that they need to know more about public relations for an event like this, so money is taken from the resource pool to pay for a full day class on fundraising and PR being offered at Selkirk College.

They then put a call out to other teens who may want to help produce content for the fundraiser: art, short films, interviews, telling their personal stories, etc.

It is determined if the project can be funded with the company's current pool of funds or if new money will need to be raised. If new money is raised the fundraising group starts planning that piece of the project.

The teens help plan the event, storyboard the video, help set everything up, and then broadcast the event live for the KBRH.

After the event the teens meet to discuss what worked and what didn't and prepare for next time.

We’ve designed and programmed the beta version of the CitySpotters website platform, which we launched this past June at www.thecityspotters.com. A perfect example of CitySpotters in action: #1) A user logged on using facebook and "spotted" Jay Rayford, a young entrepreneur who has started a loyalty card program for local spending in Detroit. #2) User earns 10 points on CitySpotters.com for spotting him. #3) Jay is profiled on I Am Young Detroit (http://detroit.iamyoungamerica.com/people/jay-rayford), allowing other Detroiters to learn about and from Jay. #4) Jay's business is added to the CitySpotters Gift Gallery Database. #5) Original user and others can now champion Jay's business by spending their CitySpotters rewards point on his business reward, a loyalty card with two punches.

Our program is offered to children and youth from low income families and underprivileged school communities. In a safe-afterschool environment, running five days per week, children are provided a nutritious light meal, intensive high quality musical instruction, and their own instrument which they are taught to play, maintain and respect.

Following the renowned El Sistema model, our program makes every effort to reflect the five major principles of this teaching philosophy.

1.) Social Change - Our primary objective is social transformation through the pursuit of musical excellence. One happens through the other, and neither is prioritized at the expense of the other.

2.) Ensembles: We focus on the orchestra and choir. We believe that every child has a need to feel valued and they all have something to contribute to others. Through musical collaboration, within this framework, we provide children with an opportunity to succeed and be a part of a cooperative effort for the success of the larger group.

3.) Frequency: Our students attend classes and rehearsals multiple times every week over the school year, allowing us to accelerate the rate of learning, and deepen the level of relationship with each child.

4.) Accessibility: Our program is free, and gives priority access to those who would not otherwise have access to a musical education.

5.) Connectivity: Our school is part of a larger national and international movement that recognizes the importance of the afore mentioned values and seeks to create opportunities for all children to benefit from them.

Learning to REPAIR a bike builds life long skills and confidence. Having a PLACE to fix bikes and hang out builds new friendships and a sense of community. Learning how to cycle SAFELY and why cycling is a healthy choice builds conscious citizens. Simply getting more people on our city's bike paths helps to reduce emissions and traffic fostering SUSTAINABILITY.

In our experience working with community change-makers, we find the environmental movement struggling to effectively involve ethnic communities to make enduring lifestyle changes despite a real desire to meaningfully engage. Without much resources, many organizations simply translate materials and do one-off consultations--which is a basic necessity but not a holistic strategy of involvement. In a report by the HR Council (2008), recruiting visible minorities is a clear imperative for the nonprofit sector in general: they are a vital source of talent but are underutilized. They cited language, culturally insensitive processes and approaches, lack of investment, and oversight of cultural nuances as some of the top barriers to involvement.

2013-2014 Activities:

(1) An intensive three month weekly skills-based leadership program for 10-13 participants starting in February 2013, accompanied by an end-of-program weekend training retreat and family celebration (*Please note: the first year will be a pilot program of three months with intentions to extend the program to a six-month program, in addition to making it an annual program);
(2) Three community dialogues with the theme of “Environmentalism in a Hua Ren context” and an online network to facilitate further discussion on current events and community connection; and
(3) Two large community events including a documentary screening and/or cultural celebration with approximately 100 guests in attendance of each event themed “What We Eat, Family Health, and Our Environment.”

All B.C. secondary school students who are enrolled in Grade 10, 11 or 12 must complete Graduation Transitions. In order to meet this goal, students must participate in at least 30 hours of work experience and/or community service and describe what was learned. This type of experiential learning increases the relevance of school by helping students connect what they learn in the classroom with the skills, knowledge, and attitudes needed to be successful in both the workplace and larger community. Our model will provide any grade 10 through 12 student with the opportunity to apply to the in school business. Students will follow standard practices for work experience placement by providing a resume and attending an interview. Once they have successfully become a member of the business team they will embark on learning the business from the ground up. It is the intention of our initiative to provide students with the skills and knowledge that will empower them with the responsibility to run an in school manufacturing business. Students would begin at this time with the assembly of equipment and training in its operation. As we progress and new studnts come on board the existing team will mentor and train the new staff on all aspects of the business. To complete their transition requirement they will complete a report that documents their work, and identifies the employability skills used or developed.

Um exemplo da importância do Projeto Estrelas-do-Mar é o envolvimento integral dos jovens durante todo ano, tendo destaque nas atividades oferecidas aos turistas que visitam as comunidades de pesca artesanal na temporada de verão. Durante o ano eles participam de oficinas e cursos que trabalham questões como: sentimentos, família, educação ambiental, mergulho, abordagem e receptivo turístico, atividades em turismo sustentável e sua importância para a comunidade e famílias. Durante a temporada de verão, eles divulgam para os turistas, na sede do Instituto, as atrações da comunidade e, oferecem roteiros e vivências desenvolvidos a partir de conceitos de sustentabilidade. Alguns exemplos de roteiros oferecidos são: Roteiro cultural, onde o jovem acompanha o turista pela praia e conta a história de cada uma das embarcações utilizadas na pesca artesanal, a origem do nome, tempo de existência e para que tipo de pesca são usadas; Mergulho contemplativo, o jovem acompanha o turista em uma bateira (embarcação) até o local adequado para o mergulho, fornecendo também os equipamentos necessários; Trilhas ecológicas, o jovem acompanha o turista em uma caminhada por trilhas locais, dando informações importantes sobre a flora e a fauna; Vida de pescador, o jovem acompanha o turista em uma saída para pesca, oportunizando a vivência da rotina de um pescador local; Todos estes roteiros procuram mostrar ao turista os valores da comunidade que o turismo tradicional não reconhece, gerando renda para os jovens envolvidos.

Creating a school culture with a 3 to 5 year program of values integrated into the school curriculum. Learning through discussion, experience and community while supporting and training the person who has the highest influence on a child’s ability to learn and on character development – their teacher. The teacher is at the center of the educational experience and the heart of the school. If the teacher is supported the child learns. This program therefore has two steams of introduction. One is creating the culture and the second is training. The culture is; seasonal awareness campaigns for community and expanded value based consciousness, social media integrated for connection, motivation and inspired learning, intentional focused dialogue groups based upon current school environment and needs, value focused classroom dialogues, in classroom third siding mediation station and introducing parent only activities. The education is development of; basic language linguistics and skills, listening skills, empathy and self empathy skills, mediation based upon mutual listening and expressing with third sider training. This healthy school programs will be designed to focus on positive change by creating an environment that is for learning how to be in relationships. Relationships with understanding of how to meet everyone’s needs equally and the times of not meeting a need – understanding why (empathy rather than moralistic judgement. It will not be focusing on a negative or fixing a negative, it will be integrating skills to resolve it with ease and understanding.

Let's say we start with XYZ Street on ABC Av. (depending on our market size), There are 20-40 houses in our range. We call a meeting inviting everyone on board and give them a presentation on the event and then pair them up with each other (through random draws). They will have to get together right away to make their strategies on how they want to nominate individuals for their teams (use family members / friends / relatives). We can assist them with players if they fall short (general public). They will have to make their own strategies, meet up to make sure their team is fit and trained for whatever activity is coming up next, create team names/logos/slogans etc.

As the activities unfold, we will expect these neighborhood teams to be interacting with each other, bonding with each other and most importantly having fun while doing it. At the end of the activities, when all the points have been accumulated there will be one winner. This winner will be coined as the best neighbors of Sociolympics. An incentive will help us get a better participation from the folks (like a good monetary award, or something of value).

Study Buddies meet for 1 hour each week, after school or on weekends, for a minimum of 6 months. They work together to set and achieve educational goals for the Little Sister Study Buddy.

The Big Sisters organization provides professional and personalized support, mentor and child safety training, ongoing professional development and educational activities to the Study Buddy matches. This support lays the groundwork for successful, healthy relationships, which allows Little Sisters to reach their educational goals.

This program helps girls who do not have the benefit of home resources or the academic support they need. These are girls who struggle in class and with their homework assignments. They are likely not participating in other activities at school and are suffering from absenteeism, lack of interest in school work and social insecurity. These girls are not realizing their full potential and often suffer from low self - esteem. They need extra assistance beyond that offered in class.

Recent research (Making a Difference in Schools: The Big Brothers Big Sisters School-based Mentoring Impact Study) shows that children, who engage with a supportive adult, experience improvements in their overall academic performance (especially in science and written and oral language); they turn in more assignments; they have fewer visits to the principal’s office; they skip class less often and they feel more academically competent.

Each House of Heritage, established in different region in Indonesia, will offer different culture based on the culture of that region. The cultural experience that we would like to deliver is traditional Food&Beverage, Dance, Handicraft, Transportation, and Costumes. All of this cultural components are offered under one roof to give easier accessibility for the tourist. To give easier accessibility we will also locate near tourist destinations and accommodations. Our primary activities in traditional Food&Beverage division is cooking lessons and a rooftop restaurant. To make the atmosphere more beautiful, we will have live dance performance every Tuesday night. We will outsource the restaurant with a profit sharing to empower SME in that region. The traditional Dance division will provide authentic dance lessons for tourist. In this division we will cooperate with local dance schools as a source of human resource. In this way, students graduating from that school can work for us and continue to become professional dancer so that traditional dances in Indonesia will be preserved and inherited to future generations. Handicraft division will be giving handicraft making lessons, such as batik lessons in which tourist will paint batik. In traditional Transportation division, tourist will be able to enjoy authentic transportation of that region as a driver as well as a passenger. Costumes division will give tourist the experience of wearing traditional costumes and perpetuate this moment in a picture.