Protagonismo juvenil

INFANCIA CIDADÃ-COMPROMISSO COM A ESPERANÇA

A Unimed Recife é uma cooperativa médica que entre seus principais principios está em EDUCAR,FORMAR E INFORMAR E RESPONSABILIDADE SOCIAL

Sobre Você

Organização: UNIMED RECIFE mais ↓↑ ocultar↑ ocultar

Sobre Você

Nome

ANIBAL

Sobrenome

GAUDÊNCIO

Sobre Sua Organização

Nome da Organização

UNIMED RECIFE

Página da organização na internet

País da organização

Brasil, PE, Recife

Países onde este projeto vem gerando impacto social

Brasil, PE, Recife

Sua organização é

Privada

Há quanto tempo sua organização está em operação?

Mais de 5 anos

A organização recebeu algum prêmio ou reconhecimento público? Por favor, conte-nos mais detalhes

Selo Nacional de Responsabilidade Social Unimed do Brasil

Referências – Por favor, forneça duas referências junto com uma minibiografia, para cada uma, em um máximo de duas linhas cada, endereço de e-mail e telefone de cada uma.

Anibal Gaudêncio-pediatra.Coordenador de Responsabilidade Social -Unimed Recife. =anibalgmelo@superig.com.br=
tef: 81.99145041
===================================

As informações que você fornecer aqui serão usadas para preencher todas as partes do seu perfil deixadas em branco, como interesses, informação da organização e website. Nenhuma informação do contato será tornada pública. Por favor, desmarque aqui se você não deseja que isso aconteça..

INOVAÇÃO

leia mais↑ ocultar↑ ocultar

Selecione o estágio que melhor se aplica à solução

Estabelecido (estágios anteriores completos e com sucesso comprovado)

Há quanto tempo está em funcionamento?

Implementado há menos de um ano

Qual(is) item(ns) abaixo descreve(m) melhor a(s) barreira(s) que sua inovação soluciona? Escolha até dois itens.

Transparência, Equidade.

A necessidade: Qual é o problema que você está tentando resolver?

Defender os direitos das crianças e adolescentes.O livro propõe ações preventivas de cidadania, saúde, educação e segurança, cujo objetivo maior é o desenvolvimento integral das crianças desde a concepção, a primeira infância,a adolescência, em seu contexto familiar e comunitário

A Solução: Qual é a sua solução? Seja específico!

Contribuir para fortalecer a familia com fonte de educação, proteção, valores e limites.contribuir para a promoção dos direitos de cidadania, educação e desenvolvimento humanos e promoção de vidas saudáveis e para uma cultura de paz.

O Modelo: Demonstre através de um exemplo específico como sua solução faz a diferença; inclua suas atividades primárias

O livro é voltados aos pais, educadores e aos médicos.O livro está sendo adquirido sem ônus por secretarias de educação municipais para os professores.O livro já está em todas as escola pública de Pernambuco (498 escolas) que têm bibliotecas;O livro já foi distribuido com médicos pediatras de Recife.Já foi distribuido aos promotores da Infância e Juventude de Pernambuco. Foi distribuido aos juizes da Infância e Juventude de Pernambuco.
O livro contribui para que o Brasil alcance os Objetivos de Desenvolvimento do Milênio (ODM) pois em todas as sua páginas há correlação dos ODM com as crianças.

O Mercado: Quem são os seus pares e concorrentes? Identificar os outros que também estão trabalhando para solucionar as mesmas necessidades que você e o que você faz de diferente em relação a eles. Quais seriam os desafios impostos por esses concorrentes que impactariam no seu sucesso ou crescimento?

O livro recebeu o reconhecimento do Ministério Público de Pernambuco-Infância e Juventude; Poder Judiciário de Pernambuco-Vara da Infãncia e JUventude da Capital; Conselho Regional de Medicina de Pernambuco; Sindicato dos Médicos de Pernambuco

IMPACTO SOCIAL

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História: Queremos saber mais sobre o momento de descoberta desta solução. Conte-nos um pouco a história sobre onde e quando o(s) fundador(res) vislumbrou(aram) o potencial desta solução para mudar o mundo:

O contexto social atual sugere que crianças e adolescentes precisam ser reconhecidos como atores sociais e realça o papel dos pais,da familia, da sociedade e do Estado nesse processo.As ações(cuidados e educação) voltadas para as crianças nos seus primeiros anos de vida são fundamentais para o seu desenvolvimento.O livro constitui uma valiosa ferramenta de apoio ao desempenho de contribuir para assegurar proteção integral a crianças e adolescentes para que se formem cidadãos com melhores perspectivas e com condições de se desenvolverem em um ambiente mais sadio e num mundo melhor.

Descreva a meta da sua iniciativa; fale sobre o que você está tentando alcançar.

O objetivo principal é proteger a infância,lutar pelos seus direitos.Através de ações preventivas de cidadania, saúde, nutrição, educação e segurança para alcançar o desenvolvimento integral, principalmente na 1a. infância.A iniciativa visa contribuir para que a familia seja sinônimo de respeito,proteção, segurança e limites.O livro tem objetivos especificos:PREVENÇÃO: A educação para a paz começa dentro de casa.O livro procura sensibilizar pais, mães, educadores em ações e atitudes na prevenção primária em relação à educação, direitos, saúde,inviolabilidade fisica.PROTEÇÃO:Despertar na criança e no adolescente o sentido de cidadania,Contribuir para criar condições para garantir crescimento e desenvolvimento adequados e saudáveis; direitos à conviv~encia familiar e comunitária;dignidade.

Qual foi o impacto da sua solução até hoje?

Desde que foi lançado, o livro já está nas 498 escolas públicas de Pernambuco que têm biblioteca;Já está na Biblioteca Pública Central aqui em Recife e em todas as bibliotecas públicas de PE;Já foi entregue ao Ministério Público de PE para ser distribuido com as promotorias das infância e Juventude de PE;Já foi entregue ao Poder Judiciário de PE-Vara da Infância e Juventude da Capital para ser distribuído com os juizes da Infância e Juventude de Pernambuco;Várias prefeituras de Pernambuco já solicitaram o livro para entregá-los aos professores municipais;O livro já foi entregue ao Conselho Federal de Medicina e aos Conselhos Regionais de Medicina;

Qual é a sua expectativa de impacto para os próximos 5 anos?

A expectativa é que o livro nos próximos anos possa estar nas mãos de cada professor e pediatra e dos pais. Que possa ser uma ferramenta de consulta, de apoio, de referência.Por ser uma iniciativa de alcance social,entendemos que seja uma ação transformadora visando a sustentabilidade social de nossas crianças e adolescentes.

Quais são as barreiras que podem impedir o sucesso do seu projeto? Como você planeja superá-las?

Não observamos barreiras maiores que possam vir a impedir o sucesso da iniciativa.Esperamos que o poder público ou mesmo a iniciativa privada possa nos ajudar na confecção de mais exemplares ( foram 10 mil exemplares sem ônus para os leitores).

As inscrições vencedoras apresentam um plano sólido sobre como vão alcançar e acompanhar o crescimento do projeto. Identifique as metas de seis meses para aumentar seu impacto.

Cada educador público de Pernambuco conhecer o livro e possa recebê-lo

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os seis (6) meses

Atividade 1

Palestras educativas para educadores

Atividade 2

Obter parcerias da iniciativa privada ou poder público para confecção de nova edição.

Atividade 3

Colocar em prática o conteúdo do livro

Agora pense grande! Identifique qual seria sua meta de impacto para 12 meses

Conseguir uma nova edição do livro, algo em torno de 50 mil exemplares sem ônus para os leitores.

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os doze (12) meses

Atividade 1

Conseguir sensibilizar iniciativa privada ou poder público para confecção de nova edição.

Atividade 2

Trabalhar intensamente a temática do livro

Atividade 3

Disseminar os Objetivos de Desenvolvimento do Milênio

SUSTENTABILIDADE

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Por favor, explique de que forma o estabelecimento de parcerias é importante para o sucesso de sua inovação

As parcerias institucionais aconteceram pelo reconhecimento do conteúdo do livro unicamente, o que veio referendar a importância médica e social da iniciativa. Contar com o reconhecimento do Ministério Público da Infância e Juventude,do Poder Judiciário (Vara da Infância e Juventude, da Sociedade de Pediatria de Pernambuco, do Conselho Regional de Medicina de Pernambuco referenda a iniciativa aos nosso públicos de referência: pais, educadores, médicos e a sociedade em geral.

Atualmente você planeja atender outros locais, mercados e populações específicas com sua inovação? Se sim, onde e por quê?

Sim. A nossa intenção é que o livro chegue aos paises africanos.A Secretaria Geral da Presidência da República já tem conhecimento do livro e através dela esperamos conseguir nosso objetivo de levar o livro aos àqueles países.

Que tipo de ambiente operacional e fatores da organização interna ajudarão o projeto a ser bem sucedido?

A credibilidade da iniciativa que teve o reconhecimentos por parte de entidades e órgãos nacionais que tratam da causa da defesa dos direitos do público infanto-juvenil.A parceria realizada com essas entidades, o reconhecimento do papel pedagógico, educativo e social da iniciativa são fatores que ajudarão a iniciativa ser bem sucedida.

Fale mais sobre as necessidades ou ofertas que você selecionou anteriormente e/ou sugira categorias de apoio que não foram listadas

Apesar de todo o sucesso da inciativa, será preciso continuar a sua disseminação junto ao público de referência. Para tanto,haverá necessidade de investimento financeiro em nova edição e, por conseguinte,colaboração na divulgação e disseminação do seu conteúdo para o público referido

The School Next Door

"The School Next Door" is a unique youth engagement program that brings together private and public schools through culture and sports.

Sobre Você

Organização: The School Next Door mais ↓↑ ocultar↑ ocultar

Sobre Você

Nome

Ahtziri Alejandra

Sobrenome

Gonzalez Garcia

Sobre Sua Organização

Nome da Organização

The School Next Door

Página da organização na internet

País da organização

México, JAL, Guadalajara

Países onde este projeto vem gerando impacto social

México, JAL, Guadalajara

Sua organização é

Selecione todas as opções válidas

Seu papel na Educação:

Estudante.

Natureza da escola na qual seu projeto está afiliado:

Privada (mensalidade paga)

Há quanto tempo sua organização está em operação?

Selecione todas as opções válidas

As informações que você fornecer aqui serão usadas para preencher todas as partes do seu perfil deixadas em branco, como interesses, informação da organização e website. Nenhuma informação do contato será tornada pública. Por favor, desmarque aqui se você não deseja que isso aconteça..

INOVAÇÃO

leia mais↑ ocultar↑ ocultar

Selecione o estágio que melhor se aplica à solução

Ideia (você está para lançar)

Há quanto tempo seu projeto está em atividade?

Ainda na fase de ideia, mas você deseja lançá-lo em breve

A necessidade: Qual é o problema que você está tentando resolver?

Social inequality is a major problem in Latin America, particularly in Mexico. Our country represents the 14th economy in the world, but it also has 52 million poor people, which means 46% of its total population (CONEVAL, 2012). Jalisco, where we live, is one of the richest states in the country, but the people living in extreme poverty accounts up to 362,000 (CONEVAL Jalisco, 2012). In the current education system, there is no interaction between private and public schools, leading to a lack of knowledge and understanding of the social needs of the most vulnerable within the community. Mexico is divided in two social spheres that never blend, but live next door.

A Solução: Qual é a sua solução? Seja específico!

To create awareness among privileged youth about the social inequalities within our own community. "The School Next Door" links neighbor private and public schools into a partnership with the aim of creating a space for teenagers with different economic backgrounds to come together and share their thoughts. Through games, sports and cultural programs, students learn to be empathic with each other and become more committed citizens since early age.

O Modelo: Demonstre através de um exemplo específico como sua solução faz a diferença; inclua suas atividades primárias

"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.

O Mercado: Quem são os seus pares e concorrentes? Identificar os outros que também estão trabalhando para solucionar as mesmas necessidades que você e o que você faz de diferente em relação a eles. Quais seriam os desafios impostos por esses concorrentes que impactariam no seu sucesso ou crescimento?

Several private schools organize social programs among their students in order to expose them to the situation of underprivileged youth. Nevertheless, all of these programs teach them to help the others and to do charity. "The school next door" would be the first one that would actually encourage them to form real friendships. "The school next door" does not explicitly make the private school students help others, but rather encourages a real exposure and understanding of their situation. Engagement comes as a natural result.

Agora que você falou sobre sua solução, ajude-nos a entendê-la melhor

Defina sua organização, programa, serviço ou produto em 1-2 frases. [140 caracteres]

"The School Next Door" is a unique youth engagement program that brings together private and public schools through culture and sport.

Identifique o que é inovador na sua solução em 1-2 frases. [136 caracteres]

"The School Next Door" encourages a real exposure and understanding of the situation of underprivileged youth.

IMPACTO SOCIAL

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Qual foi o impacto da sua solução até hoje?

Still in idea phase, but looking to launch soon.

Qual é a sua expectativa de impacto para os próximos 1 - 3 anos?

Our desired impact for the next 1-3 years is:

First year: Linking 3 public and 3 private schools to participate in the School Next Door's events. Each school would have a representative team of 50 middle-school students. In total, 300 students from 6 schools would have participated.

Second year: Linking 5 public and 5 private schools to participate in the School Next Door's events. Each school would have a representative team of 50 middle-school students. In total 500 students form 10 schools would have participated.

Third year: Linking 7 public and 7 private schools to participate in TSND's events. Each school would have a representative team of 50 middle-school students. In total 700 students from 14 schools would have participated.

Quais são as barreiras que podem impedir o sucesso do seu projeto? Como você planeja superá-las?

- Lack of interest of schools.
How to overcome this problem: Presenting the project as a new approach to youth engagement, as an opportunity to teach empathy and identify community leaders. Our goal would be to instutionalize TSND and to constitute it as a reputable program worth belonging to.
- Lack of support from the parents.
How to overcome this problem? Having their children being part of a network of graduates that would follow-up on their school progress and offering them opportunities (scholarships, leadership workshops and/or participation in youth events). Our goal would be to convince them that TSND would bring more opportunities to their kids.
- Lack of funding.
Who would pay for the programs? Our stategic partners would sponsor the events.

As inscrições vencedoras apresentam um plano sólido sobre como vão alcançar e acompanhar o crescimento do projeto. Identifique as metas de seis meses para aumentar seu impacto.

To have the TSND registered as an NGO, and widespread knowledge of our project within private and public middle-schools.

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os seis (6) meses

Atividade 1

Register The School Next Door as an NGO.

Atividade 2

Contact public and private schools and invite them to participate in the project.

Atividade 3

Set strategic alliances with government instances, other NGOs, and grant-giving foundations.

Agora pense grande! Identifique qual seria sua meta de impacto para 12 meses

To have our first generation of TSND graduates (300 students)

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os doze (12) meses

Atividade 1

To set the guidelines for student participation in TSND events.

Atividade 2

To organize the first student event linking a public and a private school.

Atividade 3

To have set the network that will follow-up on TSND graduates' school progress.

História: Queremos saber mais sobre o momento de descoberta desta solução. Conte-nos a história sobre onde e quando o(s) fundador(res) vislumbrou(aram) o potencial desta solução para mudar o mundo. [125 palavras]

TSND is actually the result of months of discussion about the problems within the Mexican education system and the lack of programs adressing the promotion of empathy among privileged and underprivileged youth. We have had the opportunity to participate in several international events and meet young leaders from all over the world, but have noticed that social mobility is only possible for those who come from a privileged background, as ourselves. We want The School Next Door to become a leading institution that will tackle this problem and engage youth in mutual undestanding and community work. Furthermore, we envision TSND as an opportunity to diminish the wide social gap in our country, by bringing both sides to work together in the achievement of collective goals.

SUSTENTABILIDADE

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Por favor, explique de que forma o estabelecimento de parcerias é importante para o sucesso de sua inovação

We have total support from the department of International Affairs at ITESM University in Guadalajara. However, our strategic alliances would focus on areas of interest to TSND:
-Public and private schools: providing participants.
-Targeted companies: sponsoring our events. If we want TSND events to be cultural and sports based, we would like to have sports and cultural companies on our side.
-Language schools: Offering scholarships to those students without command of English.

Qual o perfil da equipe (colaboradores, voluntários etc.) que vai garantir o cumprimento das metas de crescimento identificadas por você na seção ‘Impacto Social’?

We would use ITESM, Campus Guadalajara (our university) as a platform to obtain the human resources (volunteers) needed for the execution of TSND.

Fale mais sobre as necessidades ou ofertas que você selecionou anteriormente e/ou sugira categorias de apoio que não foram listadas

TSND requires institutional backing so the project has more credibility when presenting it among society and to our desired strategic allies.

Social Action through Film Education

Powerful films have the potential to alter our views and inspire social action. Big Picture Instructional Design brings these films into the classroom.

Sobre Você

Organização: Big Picture Instructional Design mais ↓↑ ocultar↑ ocultar

Sobre Você

Nome

Caitlin

Sobrenome

Barry

Sobre Sua Organização

Nome da Organização

Big Picture Instructional Design

Página da organização na internet

País da organização

Estados Unidos , CA, Studio City, Los Angeles County

Países onde este projeto vem gerando impacto social

Estados Unidos , Studio City

Sua organização é

empresa

Seu papel na Educação:

Outros.

Natureza da escola na qual seu projeto está afiliado:

Pública (mensalidade gratuita)

Há quanto tempo sua organização está em operação?

Entre 1 e 5 anos

As informações que você fornecer aqui serão usadas para preencher todas as partes do seu perfil deixadas em branco, como interesses, informação da organização e website. Nenhuma informação do contato será tornada pública. Por favor, desmarque aqui se você não deseja que isso aconteça..

INOVAÇÃO

leia mais↑ ocultar↑ ocultar

Selecione o estágio que melhor se aplica à solução

Crescimento (seu piloto está em andamento e começa a se expandir)

Há quanto tempo seu projeto está em atividade?

Em execução entre 1 e 5 anos

A necessidade: Qual é o problema que você está tentando resolver?

In high schools, teenagers are primed to solve issues in their community and their world. They are passionate, growing leaders faced with a number of problems. However, often teenagers do not feel inspired to take action, or they don't know how they can make a difference. In their English and social studies classes, they are reading old literature and learning about things that happened centuries ago, and sometimes have trouble connecting it to their lives today. They need modern texts that inspire them to learn about problems in the world and take action about the issues they care about.

A Solução: Qual é a sua solução? Seja específico!

Films can serve this purpose in the classroom, with the right framing in the lessons. Films are visual, emotional, and feel relevant to students. Many films have a clear message that inspires action. These powerful films shape our educational landscape and alter the way we view our world. They have the potential to make a lasting and sustained difference in the attitudes and behaviors of generations of people. Here at Big Picture Instructional Design, we design custom lesson plans about issue-driven films, and use these movies to inspire thoughtful discussion and heated debate in the classroom. We use this conversation to push students to learn about issues in the film that interest them and undergo service learning projects. Some of these projects are as easy as sending a letter to a policymaker or tweeting about a key issue, or as involved as hosting a local event for refugees or launching their own activist organization.

O Modelo: Demonstre através de um exemplo específico como sua solução faz a diferença; inclua suas atividades primárias

The film we are working on right now is called The Last Survivor. The Last Survivor is an award-winning documentary that follows the survivors of four different genocides and mass atrocities--the Holocaust, Darfur, Rwanda, and Congo--as they work to make sense of their experiences, rebuild their lives, and get involved as activists in the issues the film addresses. We worked with the production company Righteous Pictures to design a 70-page educational resource guide about the film.

The resource guide begins with questions to inspire discussion after a classroom or school-wide screening of the film, and is followed by three modular lesson plans. The first lesson focuses on Making Sense of the Past, and explores how the survivors can cope with what happened to them to build a new life in a new city. The second lesson uses The Universal Declaration of Human Rights to help participants understand the importance of reaching a universal consensus regarding basic human rights and protecting those rights for all individuals. The third lesson focuses on Forgiveness, Rebirth, and Change to help participants understand the ways that survivors in the film began looking forward to the future, and then began their own active involvement in the issues. These lessons are followed by service learning prompts for the students to take action in local refugee communities.

Now, we are reaching out to schools, individual teachers, student organizations, and non-profits around the country to encourage their use of The Last Survivor and our lessons in their classrooms.

O Mercado: Quem são os seus pares e concorrentes? Identificar os outros que também estão trabalhando para solucionar as mesmas necessidades que você e o que você faz de diferente em relação a eles. Quais seriam os desafios impostos por esses concorrentes que impactariam no seu sucesso ou crescimento?

Film Education and Film Club in the UK both work to bring films into the classroom to make sure students can critically analyze film and become media literate citizens. Young Minds Inspired, based in Connecticut, writes lessons and curricular materials about films as well. However, none of these organizations focuses specifically on issue-driven films and compel students to action. Also, Film Ed and YMI do not create curriculum that is quite as extensive as our average educational resource guide. Their guides are often 5-15 pages, whereas our guides are 30-70 pages, including screening questions, modular lesson plans, service learning prompts, professional development agendas, and standards alignment.

Agora que você falou sobre sua solução, ajude-nos a entendê-la melhor

Defina sua organização, programa, serviço ou produto em 1-2 frases. [140 caracteres]

Powerful films have the potential to alter our views and inspire social action. Big Picture brings these films into the classroom.

Identifique o que é inovador na sua solução em 1-2 frases. [136 caracteres]

There is no other organization doing what we're doing: discussion, debate, and service learning through film literacy.

IMPACTO SOCIAL

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Qual foi o impacto da sua solução até hoje?

We have worked on seven films in the past four years, and each campaign reaches thousands of educators and thus millions of students. Specifically our outreach for the film The Conspirator reached approximately 80,000 teachers and 12M students. Our outreach for The Last Survivor, which is ongoing through the summer, has reached approximately 30,000 teachers and 5M students. It has the potential to reach many more as the months progress, as our resource guides are downloaded every day for free from our site.

Qual é a sua expectativa de impacto para os próximos 1 - 3 anos?

We have been working on about two film projects a year up to this point, but we would like to double our project load to four films a year. Thus, our projected reach will double, as will our impact. In other words, we hope to reach over 300,000 teachers and thus 45 million students a year, compelling 100% of them to think deeply about the films, 80% to discuss them, and at least 50% to take direct action as a result of engaging with the film.

Quais são as barreiras que podem impedir o sucesso do seu projeto? Como você planeja superá-las?

Right now, we only have two full-time employees and a number of part-time interns and contractors that help us with our outreach, curriculum design, and proofreading. We need more full-time employees to juggle the creation of four resource guides a year and four separate outreach campaigns. In order to overcome this barrier, we need more funding. We will do this by streamlining our packages to be affordable to smaller budget films focused on important issues, and we will pitch more frequently, thus getting more clients. We are also strongly considering applying for nonprofit status and hiring a grant writer, because the work we do falls within the realm of nonprofit work as it encourages volunteer work in local and global movements.

As inscrições vencedoras apresentam um plano sólido sobre como vão alcançar e acompanhar o crescimento do projeto. Identifique as metas de seis meses para aumentar seu impacto.

Start outreach for a new film

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os seis (6) meses

Atividade 1

Do research about what issue-driven films are being released in 2013

Atividade 2

Pitch to the production company of the film

Atividade 3

Write curricular guide and begin outreach

Agora pense grande! Identifique qual seria sua meta de impacto para 12 meses

Hire another full-time employee

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os doze (12) meses

Atividade 1

Apply for a small-business grant

Atividade 2

Work with accountant to outline 2013 budget

Atividade 3

Hire an employee to focus on community outreach and social media growth

História: Queremos saber mais sobre o momento de descoberta desta solução. Conte-nos a história sobre onde e quando o(s) fundador(res) vislumbrou(aram) o potencial desta solução para mudar o mundo. [125 palavras]

In 2008, a colleague completed a comprehensive study, asking teachers to identify one teaching resource they used to teach the Holocaust every year. Overwhelmingly, they answered “Schindler’s List,” even though it was more than 15 years after the film’s release. This got us thinking about the transformative power of film--not just to inspire conversations on the way home from the theater, but to change attitudes and behaviors in a lasting and sustainable way. Film has an immediacy that other media do not, inspiring empathy, giving viewers a real window into other people’s experiences. Our mission is to facilitate the use of film in order to enact social change-–creating a meaningful and relevant context that allows this powerful medium to change the world.

SUSTENTABILIDADE

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Por favor, explique de que forma o estabelecimento de parcerias é importante para o sucesso de sua inovação

We get hired by production companies and studios to do educational outreach for their issue driven films, such as Participant Media, American Film Company, and Righteous Pictures. They are clients in theory, but we work with them more as if they are partners. During our outreach, we partner with public school districts, museums and other educational non-profits, local youth media organizations, and individual teachers and schools, to plan screenings and workshops about the film we are working on. In fact, our outreach is always based on forging strong, relevant partnerships.

Qual o perfil da equipe (colaboradores, voluntários etc.) que vai garantir o cumprimento das metas de crescimento identificadas por você na seção ‘Impacto Social’?

We would need at least 3 full-time employees as well as one volunteer intern. The four roles would be: Curriculum Writer, Outreach Coordinator, Business Development Manager, and Education Marketing Intern (an education or marketing college student). With only four employees, we would share many of the tasks. For instance, although the Curriculum Writer will be the primary author of our guides, the other three employees will help with researching background information and generating discussion questions and action prompts. Within ten years, we want to employ 15 people as we add more projects.

Fale mais sobre as necessidades ou ofertas que você selecionou anteriormente e/ou sugira categorias de apoio que não foram listadas

We are specifically interested in educators: teachers in the secondary classroom, teacher education programs at universities, and national teaching organizations and conferences. Having teachers on our board to review our materials and make suggestions is an important part of our growth and learning process. These are the community resources that are most valuable to us.

Student Competitions

Studentcompetitions.com create and market great contests for recruitment, innovation and communication, worldwide.

Sobre Você

Organização: Studentcompetitions.com mais ↓↑ ocultar↑ ocultar

Background Information

Nome

Gustav

Sobrenome

Borgefalk

The competition is only open to people between 18-34 years-old and resident in UK, Ireland, Sweden, Denmark or the Netherlands. Does this apply to you

Sim.

Country of residence of entrepreneur

Tell us about your personal background. Why are you passionate about this issue? Making an idea a reality takes innovation, dedication and strong leadership. Do you have the necessary entrepreneurial skills to realize your vision?

I am is a 27 years old Swedish entrepreneur and competition geek based in Stockholm, Sweden.

I work with creating different methods for using competitions and challenges to motivate people and incentivize action in organizations, both on a high and low level.

I love competing, was named Student of the Year in Sweden 2008 and has won numerous national and international academic competitions, such as WWF Global Perspectives, the St. Gallen Wings of Excellence Award 2007 , Stena Zero Waste Award 2008, Student of the Year in Sweden 2008 and Venture Challenge 2011 and many, many other large and small competitions.

Based on my interest for competitions, I co-founded Student Competitions AB in 2010, a company that helps companies and Universities to organize global challenges, primarily for students. Previously, I was CEO of Filehill, Scandinavia’s largest marketplace for digital goods.

I am a firm believer that challenges and prize competitons are great tools to incentivize action among people. By systematically posing challenges at both a micro- and macro level, I believe challenges and competitions can be used as extremely powerful tools of change.

Sobre Sua Organização

Nome da Organização

Studentcompetitions.com

Página da organização na internet

País da organização

Suécia, ST, Stockholm

Países onde este projeto vem gerando impacto social

n/a

Sua organização é

Privada

As informações que você fornecer aqui serão usadas para preencher todas as partes do seu perfil deixadas em branco, como interesses, informação da organização e website. Nenhuma informação do contato será tornada pública. Por favor, desmarque aqui se você não deseja que isso aconteça..

INOVAÇÃO

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A necessidade: Qual é o problema que você está tentando resolver?

There are few arenas connecting people in developing countries with global opportunities and a killing competition for jobs and opportunities. In most developing countries, you are doomed to a life in poverty, unless you find a way to stand out, and if someone facilitates your connection with opportunity.

A Solução: Qual é a sua solução? Seja específico!

We match students with global opportunities through contests. Essay-, case-, arts-, or other challenges. By cooperating with companies and organizations, we provide platform and create arenas where students in developing countries can win and access global opportunities. By participating in challenges, you can gain merits, show your skills and get feedback on your performance. In this way, young people in developing countries get access to opportunities they could never get access to otherwise.

O Modelo: Demonstre através de um exemplo específico como sua solução faz a diferença; inclua suas atividades primárias

Apart from running studentcompetitions.com, a free service for students worldwide do we organize scholarship contests, where Indian students from rural areas can win full scholarships to master's studies in Sweden. More than 100 students found opportunities at Swedish schools through our contests this autumn, compared to virtually none the year before. We have also organized scholarship challenges for Chinese students and sources students for The Economist's global dialogues, among many other things. Everywhere, where a conneciton is needed between a student and an opportunity, we are there.

O Mercado: Quem são os seus pares e concorrentes? Identificar os outros que também estão trabalhando para solucionar as mesmas necessidades que você e o que você faz de diferente em relação a eles. Quais seriam os desafios impostos por esses concorrentes que impactariam no seu sucesso ou crescimento?

There are many local and global players in this field, however, very few have integrated the community of students with tools for organizing challenges. Changemakers actually have a great contest site too, as well as innocentive.coma, Open Ideo and others. Our stron grassroot conneciton however, is truly Unique and we are the only commercial actor that truly connects talent with global opportunities in a win-win way.

Select the stage that best applies to your business

Operating for 1-5 years

IMPACTO SOCIAL

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What is the social impact you have had to date and how you measure it?

So far, we have had thousands of contestants in our challenges and have handed out hundreds of scholarships and other prizes to people in developing countries. As of january 2012, we have 40 000 members from 189 countries.We measure our impact by the positive emails we recieve and size of our fan base.

What barriers might hinder the success of your business? How do you plan to overcome them?

Growing the organization - getting good advisors.
Growing sales internationally - getting good advisors.

SUSTENTABILIDADE

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How does your model address financial, social, and environmental sustainability?

Financial sustainability: We are a profitable business, sustaining our existence by revenues.
Social sustainability: Students all over the world adore us. By staying true to the students, we will always have acceptance.
Environmental sustainability: As a web business, we do not waste much resources. We try to grow without travelling too much and support those environmental contests that are out there.

Awareness & learning

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How do you see social entrepreneurship contributing to the improvement of developing countries?

I think all businesses will need to consider the opportunities in developing countries sooner or later, not because of pity, but because it is a huge market. The market in the Bottom of the Pyramid is largely untapped and any company with a socially, environmentally and financially stable business model have a great opportunity to be successful and at the same time contribute to the development of the

In the same way as the West is trying to teach the "developing" world how to act, I also see much opportunity in redoing and relearning many things that we have failed with in the West and build a new infrastructure in the developing world. Hellping Africa to leapfrog "bad" technologies will be one of the most social entrepreneurial things that can be done .

What aspects of your stay in Uganda as part of the competition do you think you will find most challenging and rewarding?

I would love to establish Studentcompetitions.com in Uganda and connect every University in the country to global opportunities, through contests. Bringing that inspiration to the young people of Uganda will be the most rewarding part of my stay.

The most challenging part will be to find a business model that is sustainable in the long term too, the £10 000 will only be enough to set up an initial office, then I need to find a demand from MNCs, for example of recruitment in Uganda. However i LOVE the challegne of creating a sustainable business model and am super determined to succeed and to make Uganda a center for global student opportunities in Africa.

Teaching Emotional Literacy to Empower Youth: The Mentor Artists Playwrights Project (MAPP)

Approximately 20 words left (160 characters).

Sobre Você

Organização: Mentor Artists Playwrights Project mais ↓↑ ocultar↑ ocultar

Sobre Você

Nome

Thomas

Sobrenome

Kellogg

Sobre Sua Organização

Nome da Organização

Mentor Artists Playwrights Project

País da organização

Estados Unidos , CA, Pasadena

Países onde este projeto vem gerando impacto social

Estados Unidos , XX

Sua organização é

Outros

Seu papel na Educação:

Outros.

Natureza da escola na qual seu projeto está afiliado:

Pública (mensalidade gratuita)

Há quanto tempo sua organização está em operação?

Mais de 5 anos

As informações que você fornecer aqui serão usadas para preencher todas as partes do seu perfil deixadas em branco, como interesses, informação da organização e website. Nenhuma informação do contato será tornada pública. Por favor, desmarque aqui se você não deseja que isso aconteça..

INOVAÇÃO

leia mais↑ ocultar↑ ocultar

Selecione o estágio que melhor se aplica à solução

Expandindo (o próximo passo é aumentar o impacto em escala local ou mesmo global)

Há quanto tempo seu projeto está em atividade?

Em execução por mais de 5 anos

A necessidade: Qual é o problema que você está tentando resolver?

Young people are not finding appropriate ways to express their feelings; at a critical point in their lives, when the need to be heard is so important, they are too often silent. This not only creates a lack of empathy, but also a climate of distrust and a culture of disengagement. When their voices are not integrated into the emotional life and decision-making of the community, they often feel worthless and act out in socially-inappropriate and criminal ways. Nowhere is this is more evident than in schools and neighborhoods made invisible by isolation and poverty. Arts education programming in the United States has been gutted, and few people are teaching a shared language of emotional literacy throughout these communities. This is a crisis threatening our most basic values.

A Solução: Qual é a sua solução? Seja específico!

Young people deserve a voice!

MAPP places youth at the center of the learning process and empowers them through an intensive arts immersion program.

They write one-act plays, through mentored playwriting workshops. In the creative process they learn to listen and to trust, develop their emotional literacy, reveal their aspirations and fears, think and write into the midst of conflict and crisis, and use their voices to impact others.

They participate as the writer, in a rehearsal process with a director and professional actors.

Live presentations with professional actors are offered, in elementary, middle and high schools, community centers, universities, and other public forums, with the young playwright present on stage, as the honored playwright. They participate in post-play discussions to talk about their work, especially with other youth.

This cultivates positive media attention and instills a greater respect for creative education .

O Modelo: Demonstre através de um exemplo específico como sua solução faz a diferença; inclua suas atividades primárias

We are an arts education provider that partners with schools and not-for-profit youth development organizations to bring unique playwriting workshops to young people and to provide community presentations of their work.

Development: Meetings organized by MAPP with leaders, advocates, artists, and educators to create an active base of community awareness and support.

The Playwriting Workshops: This a literacy enrichment program. A group of young people, each paired with a mentor actor/writer, participates in a progressive series of intensive playwriting workshops.

Training: toward building community infrastructure. We provide specialized workshops on the role of the mentor artist, capacity building in community and fundraising consultation.

Presentation: The production of a staged reading series of the young playwright’s work, where the young person plays an active, central role. These dramatic presentations are seen by hundreds of their peers and adults. During these events, all of the youth are asked to respond to the themes present in the work.

Starting from within the community, we work with a small group of young people, who commit themselves to the process of exploring their hopes and fears. From there, we are able to engage the larger community, especially the young people's peers, families, and educators.

In the multiple communities we have worked with thus far, we have witnessed a huge change in behavioral problems. as well as a greater compassion and better understanding amongst young people about other peoples challenges.

O Mercado: Quem são os seus pares e concorrentes? Identificar os outros que também estão trabalhando para solucionar as mesmas necessidades que você e o que você faz de diferente em relação a eles. Quais seriam os desafios impostos por esses concorrentes que impactariam no seu sucesso ou crescimento?

Competitors: Arts education organizations that place youth in a passive role.

A peer: Virginia Avenue Project in Santa Monica, California.

What differentiates MAPP is our broader focus on community support. By placing a greater awareness on the reciprocal relationship the community must play in a young person’s education, we engage peers, parents, educators, and elders in a dialogue. This aspect of "listening" at the program development stage and later through audience participation at the youth centered events, ensures that the young person's needs are heard and addressed. We also focus on rural areas and urban populations with limited access to creative resources and funding.

My hope is more organizations will focus on and have access to this youth empowered approach.

Agora que você falou sobre sua solução, ajude-nos a entendê-la melhor

Defina sua organização, programa, serviço ou produto em 1-2 frases. [140 caracteres]

We provide a proven, successful artist mentored model, and a public forum for dialogue between youth and their communities.

Identifique o que é inovador na sua solução em 1-2 frases. [136 caracteres]

In our circle of learning, young people are empowered to drive the solution, sharing their voices with the world.

IMPACTO SOCIAL

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Qual foi o impacto da sua solução até hoje?

By providing youth centered arts programming, the MAPP program has a ripple effect on whole communities, including peers, educators, parents, and leaders.

Hundreds of youth have written plays by participating in the mentored workshops enhancing their literacy skills.

The plays, with the youth present, have been presented at major universities, native health centers, schools, and human rights and cultural centers, reaching thousands of youth and community members.

The Nez Perce Tribe has successfully petitioned the State of Idaho to include the MAPP model as a literacy based credit for graduation.

Each year's plays are now a featured component at the Lewis-Clark State College Native American Awareness Week.

Greater awareness of the community, especially marginalized youth, through positive media exposure has been achieved across the nation.

Many university partnerships use this as a way to interface with and recruit potential students.

Qual é a sua expectativa de impacto para os próximos 1 - 3 anos?

Though Thomas Dean Kellogg started developing and implementing mentored playwriting programs nearly 20 years ago, the MAPP organization has been officially in existence since 2004. In these 8 years, a solid foundation for growth has been laid, mostly through the MAPP Young Native Playwrights Initiative. The plan for the next 1 to 3 years is to expand the model to provide it to more communities, helping young people to get the creative education and necessary recognition, especially of educators and college recruiters who can help them move forward, and to build a network of support and awareness amongst supporters, activists and policy makers.

We expect to reach a larger audience base as well. This will help all the participants, writers and "listeners" to be engaged in the process.

Quais são as barreiras que podem impedir o sucesso do seu projeto? Como você planeja superá-las?

The economic crisis has had a huge impact on the philanthropic community while causing huge cuts to education, and most of the marginalized groups who have ongoing MAPP programs or are in development with us, face major funding issues.

We have been working very hard over the past 3 years to restructure and streamline the teaching model without compromising the integrity of the process. It has worked thus far, and a plan to provide advanced pedagogical training is in the works. We have also been consulting with the individual communities to help them to identify and expand their awareness of available sources of funding.

The goal for all of us is build a model that can continue to provide much needed arts programming to our young people. Strengthening our network is important.

As inscrições vencedoras apresentam um plano sólido sobre como vão alcançar e acompanhar o crescimento do projeto. Identifique as metas de seis meses para aumentar seu impacto.

Solidify a model for MAPP expansion.

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os seis (6) meses

Atividade 1

Raise awareness through public speaking of the MAPP model.

Atividade 2

Strengthen the network of community partners, advocates, supporters, and funders.

Atividade 3

Enhance the current MAPP staff to build more capacity for funding and programming.

Agora pense grande! Identifique qual seria sua meta de impacto para 12 meses

Implement a structured plan for fully funded MAPP programming in multiple communities.

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os doze (12) meses

Atividade 1

Implement a clear and fiscally sustainable model for programming with MAPP community partners.

Atividade 2

Create an operations and production manual to help with the successful implementation of the MAPP model.

Atividade 3

Establish a pedagogy. (including publishing the manuscript of the classroom model for the mentored playwriting workshops).

História: Queremos saber mais sobre o momento de descoberta desta solução. Conte-nos a história sobre onde e quando o(s) fundador(res) vislumbrou(aram) o potencial desta solução para mudar o mundo. [125 palavras]

Nearly 20 years ago, I was invited to an evening of theatre written by young people. I remember telling my friends, family and colleagues after the performance, and for days, that I had witnessed something extraordinary, even spiritual. I got involved in mentoring youth right then and there.

Shortly thereafter, I was working in a lock down facility for youth offenders. A young African American man had written a play about a bear, and in his monologue he shared his pain of having to be the one to protect the bear clan against the wolf pack. Through the metaphor he was able to engage the audience. Afterwards in a circle, amongst the young men and their mentors, one of the guards openly wept, sharing that he knew these young men had something special in them, but he had not seen it come out until that day. He said he could never look at them the same way again.

From this experience, I saw the power of story to heal, and to bring people together for greater understanding.

SUSTENTABILIDADE

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Por favor, explique de que forma o estabelecimento de parcerias é importante para o sucesso de sua inovação

Our partners include schools, human rights, social service and arts organizations, youth clubs, and universities involved through the shared experience of the mentored playwriting workshops and public readings.

Our current partners in The Young Native Playwrights Initiative: Alaska Native Heritage Center (ANHC), American Indian Child Resource Center (AICRC), Native American Youth And Family Center (NAYA), Coeur D' Alene Reservation, Nez Perce Reservation, Penelakut Tribe, Vancouver B.C. - Urban Ink Production Society, Kessler Keener/ Native American Coalition of Boise (NACOB).

Qual o perfil da equipe (colaboradores, voluntários etc.) que vai garantir o cumprimento das metas de crescimento identificadas por você na seção ‘Impacto Social’?

We have established an efficient program model, which requires a small local production staff and volunteer base. The national production team includes a Program Director, Production Manager, and Development Director. We need to develop a long-term sustainable funding for Mapp and our community partners. This will require a development team, as we grow.

Because our focus is on helping the community to take the lead in empowering their youth, we plan to keep our home staff small. Our main focus will be to provide consultation and outside resources when necessary.

Fale mais sobre as necessidades ou ofertas que você selecionou anteriormente e/ou sugira categorias de apoio que não foram listadas

After so many years of successful programming in dozens of communities throughout the United States, it is time for the work to expand and for a greater awareness of its impact to be known. Through a better understanding of how to use social media and other networks, we want to bring our successful model into the open, and hopefully allow more people to access and implement it.

Programs for Social Change

Localização

Newington
Estados Unidos
41° 41' 27.9312" N, 72° 43' 1.686" W

Programs for Social Change (PSC) is a DBA of New Programs for Social Change, Inc. a registered 501c3. It is an Anti-Bullying Initiative delivered via a technique called Video Mirroring. Creation of videos, as a fun documentary making experience, makes youth feel acknowledged—emotions are heard and given a new level of importance. The PSC program proves that we learn by example; that empathy can be taught. Please see detail at www.programsforsocialchange.org and the videos: http://www.youtube.com/user/ProgramsSocialChange

Project

Esta inscrição está conectada a um Projeto, onde você pode saber mais sobre seu progresso.
Vá para a página do Projeto: Story Swap.

Story Swap

The Aspen Writers' Foundation, a program of the Aspen Institute, is a literary arts nonprofit breaking down barriers through stories.

Sobre Você

Organização: Aspen Writers' Foundation mais ↓↑ ocultar↑ ocultar

Sobre Você

Sobre Sua Organização

Nome da Organização

Aspen Writers' Foundation

Página da organização na internet

País da organização

Estados Unidos , CO, Aspen, Pitkin County

Países onde este projeto vem gerando impacto social

n/a

Sua organização é

ONG/OSC

Seu papel na Educação:

Outros.

Natureza da escola na qual seu projeto está afiliado:

Pública (mensalidade gratuita)

Há quanto tempo sua organização está em operação?

Mais de 5 anos

As informações que você fornecer aqui serão usadas para preencher todas as partes do seu perfil deixadas em branco, como interesses, informação da organização e website. Nenhuma informação do contato será tornada pública. Por favor, desmarque aqui se você não deseja que isso aconteça..

INOVAÇÃO

leia mais↑ ocultar↑ ocultar

Selecione o estágio que melhor se aplica à solução

Expandindo (o próximo passo é aumentar o impacto em escala local ou mesmo global)

Há quanto tempo seu projeto está em atividade?

Em execução por mais de 5 anos

A necessidade: Qual é o problema que você está tentando resolver?

Story Swap was founded as a perspective-taking classroom exercise to broaden students’ worldviews through writing. However, it quickly became apparent that the curriculum also addressed schools’ higher needs: breaking down isolation, increasing empathy, and encouraging leadership. The exigency of these needs is born out in the daily headlines and social research on the absence of empathy (i.e. bullying, conflict, violence). The unique characteristics of adolescence—self-consciousness, anxiety about social order, hormonal fluctuations—may also interfere with teens’ known capacity for empathy. Story Swap addresses these needs by using accessible, story-based arts to build empathy, helping participants unlock their potential and change the culture of their schools

A Solução: Qual é a sua solução? Seja específico!

Building on the dozens of successful swaps to date, our goal is to create a pilot program to expand the Story Swap curriculum into as many secondary school classrooms as possible. We have partnered with Aspen High School in Aspen, CO, to build a pilot for national and international expansion. The initiative has two arms: a one-day swap among the schools’ teachers, staff, and administrators (T2T) and a semester-long course in Story Swap for the students (S2S). The T2T swap will be a professional development day, allowing adult participants to earn credit and experience a swap first-hand, which is the initial training step to facilitate the ripple effect of future swaps in their classrooms. The S2S semester will include standards-based creative writing, swaps co-lead by trained teachers, and service learning to raise money for a weeklong student exchange with another school. The outcome of this trial year will be a strategic plan for future expansion throughout the country and beyond.

O Modelo: Demonstre através de um exemplo específico como sua solução faz a diferença; inclua suas atividades primárias

When a swap begins, individuals from different backgrounds come together to form partners and share their stories. Seated face-to-face, participants are asked to tell their partner an essential story from their life that is representative of who they are. They then recreate their partner’s narrative and write the story as if it were their own. By receiving the story of another, recasting it in their own idiom, and, then, exchanging the remixed stories, participants experience the transformative process of walking in one another’s shoes and sharing the view they see from another’s eyes. As they do this, swappers experience the dismantling of stereotypes and the building of understanding.
The program is powerful because it harnesses storytelling—the most accessible and universal of all human activities—to open doors of communication that might otherwise be closed. Because this idea is translated experientially, with students taking charge of their own stories and being responsible for those of others, the empathy learning is particularly accessible and resonant. As Mickey Bergman, director of Middle East Programs at the Aspen Institute affirms: “The program’s model taps into the creativity of youth and engages them not through the lens of their conflict, but rather through their storytelling and listening. The methodology allows participants to genuinely take in perspectives without the ‘threatening’ proposition of agreeing with one another.”

O Mercado: Quem são os seus pares e concorrentes? Identificar os outros que também estão trabalhando para solucionar as mesmas necessidades que você e o que você faz de diferente em relação a eles. Quais seriam os desafios impostos por esses concorrentes que impactariam no seu sucesso ou crescimento?

In Aspen’s Roaring Fork Valley, there is no other arts-based, empathy-building program. As a matter of course, when we enter new areas, we survey existing services that address empathy-building and story-based arts, so that Story Swap may enhance and quickly integrate into the established educational landscape. So far we have not encountered any “competition” and preliminary data indicates that Story Swap may be unique in the field. Experts working in education and empathy, including Sam Chaltain, a national education scholar/speaker, informed us that they knew of no other organization doing this type of work on this scale. We will welcome learning from peers as we discover them.

Agora que você falou sobre sua solução, ajude-nos a entendê-la melhor

Defina sua organização, programa, serviço ou produto em 1-2 frases. [140 caracteres]

Founded in 1976, the Aspen Writers’ Foundation is a literary arts nonprofit breaking down barriers through stories.

Identifique o que é inovador na sua solução em 1-2 frases. [136 caracteres]

While perspective-taking exercises are not new, using stories as a tool to build empathy across educational landscapes is innovative.

IMPACTO SOCIAL

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Qual foi o impacto da sua solução até hoje?

Story Swap enriches the lives of students and teachers of all backgrounds by giving them the tools, training, and support to create a more peaceful, compassionate world, starting with their own story. The program develops not only writing skills, but also empathic aptitude, which in turn fosters capacity for leadership and investment in one’s community. Story Swap’s unique promise is to make connections between individuals who in turn make deeper connections within their communities.
As one of our teen participants said: “The most important thing I learned is that no matter where you are from we can all get along.” 
She embodies the transformative impact of the model:
sharing stories > perspective-taking > empathy > pro-social behavior
As each participant experiences this shift, they develop the capacity to make individual decisions that collectively create positive change in their school and community.

Qual é a sua expectativa de impacto para os próximos 1 - 3 anos?

In our pilot year, we hope to facilitate three swaps: two intra-school swaps at Aspen High (T2T and S2S) and an inter-school swap between the students of AHS and another school. These will directly and indirectly engage approximately 60 adults and 500 students at two schools, and have the opportunity to ultimately influence secondary schools across the nation and beyond when the full program is rolled out. Since the program’s inception, we have conducted dozens of successful Story Swaps within neighborhoods, across economic divides, over state lines and international borders, and among religions. We will draw on this history, weighed against the quantitative and qualitative assessment of the pilot, to develop the strategic plan that will lead to national and international expansion.

Quais são as barreiras que podem impedir o sucesso do seu projeto? Como você planeja superá-las?

We are in a pivotal moment in the development of Story Swap. To date, each swap has been a de facto pilot. That is, as we have expanded into new school districts, we have customized each program to fit local parameters. We have gained experience and expertise along the way, yet this has also made for the creation of a “new” program over and over again. We come to you because we recognize that we have a proven, powerful program in need of a more sustainable growth model. Our goal is to take positive steps to change this, creating a true pilot program, with broad evaluation and monitoring, so that we may develop a systematic process to grow Story Swap to a more mature level. Our findings will be the foundation of the strategic plan.

As inscrições vencedoras apresentam um plano sólido sobre como vão alcançar e acompanhar o crescimento do projeto. Identifique as metas de seis meses para aumentar seu impacto.

To conduct a T2T swap at the pilot school and achieve buy-in for the program from the school staff and administrators

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os seis (6) meses

Atividade 1

Obtain approval for T2T swap as professional development day

Atividade 2

Facilitate access to in-district or graduate credit for participating teachers

Atividade 3

Secure a date on the district calendar, preferably at the beginning of the school year

Agora pense grande! Identifique qual seria sua meta de impacto para 12 meses

To complete the S2S semester course and evaluate the pilot year

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os doze (12) meses

Atividade 1

Obtain approval for Story Swap as a semester-long elective class

Atividade 2

Promote new class offering and enroll enough high school seniors to make it viable

Atividade 3

Create and get on the school calendar a weeklong inter-school student exchange

História: Queremos saber mais sobre o momento de descoberta desta solução. Conte-nos a história sobre onde e quando o(s) fundador(res) vislumbrou(aram) o potencial desta solução para mudar o mundo. [125 palavras]

Early on, Story Swap founder Jordan Dann listened to a woman telling her Swap partner’s story. “The moment that she said ‘I’,” Jordan said, “I saw a shift in her body and voice. I saw barriers dissolve. And I saw ownership. She was speaking from her partner’s experience, but when she began to speak, it was her own experience.” Later, when the program took root in a high school classroom with native and non-native English speakers, Jordan witnessed students “who had never had conversations before, suddenly engaging, laughing, smiling, asking questions, listening to each other. They were holding each other’s important memory and because of that we made a relationship, and an intimate one.” Not only had the students forged friendships, they had also discovered their creativity, which for some was a new experience. Supporting them was a circle of participants also saying, “Look what you’ve created.” Jordan added, “That was when I knew everyone needs to do this, the world needs this.”

SUSTENTABILIDADE

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Por favor, explique de que forma o estabelecimento de parcerias é importante para o sucesso de sua inovação

Our many partners include: the Aspen Institute, Global Nomads Group, Bezos Family Foundation, Aspen High School, Aspen Public Radio, and Esquire Magazine. We are also honored to count among the membership of our Global Arts Leadership Board: Colum McCann, Firoozeh Dumas, Mona Eltahawy, Luis Alberto Urrea, Binyavanga Wainaina, Ishmael Beah, Assaf Gavron, and Reza Aslan. A broad base of community support comes from the 150+ businesses, organizations, and authors we collaborate with annually, and the 1,150,000+ literary enthusiasts whose lives our programs touched last year alone.

Qual o perfil da equipe (colaboradores, voluntários etc.) que vai garantir o cumprimento das metas de crescimento identificadas por você na seção ‘Impacto Social’?

The Aspen Writers’ Foundation has a full-time staff of five, plus two veteran consultants, who will be working with the lead Aspen High School English teacher to realize our milestones. Our board of trustees, advisory board, donor circles, and other partners also play a crucial role in trouble-shooting and brainstorming ideas related to Story Swap.

Fale mais sobre as necessidades ou ofertas que você selecionou anteriormente e/ou sugira categorias de apoio que não foram listadas

Rebuilding Community Mental Health Resilience after a Natural Disaster when there are no services.

Our agency develops mental health community outreach approaches and services in the context of disaster that can support and rebuild community resilience.

Sobre Você

Organização: The Family Centre mais ↓↑ ocultar↑ ocultar

Sobre Você

Nome

Loudeen

Sobrenome

Parsons

Sobre Sua Organização

Nome da Organização

The Family Centre

Página da organização na internet

País da organização

Nova Zelândia, WGN

Países onde este projeto vem gerando impacto social

Samoa, AT

Sua organização é

OSCIP/ONG

Há quanto tempo sua organização está em operação?

Mais de 5 anos

A organização recebeu algum prêmio ou reconhecimento público? Por favor, conte-nos mais detalhes

We have been honoured by the
Australian and New Zealand Journal of Family Therapy for Distinguished Contirbutions to Family Therapy (1995)

American Family Therapy Academy for distinguised contribution to Social Justice (2007)

World Bank Development Marketplace Competition Winners 2009. Innovation: Indigenous Samoan Housing as a Soultion to Climate Change.

Referências – Por favor, forneça duas referências junto com uma minibiografia, para cada uma, em um máximo de duas linhas cada, endereço de e-mail e telefone de cada uma.

Referee 1: Archbishop Alapati Mataeliga, Archdiocese of Samoa - Apia. HIs Grace the Archbishop of Samoa - Apia is the leader of the Catholic community in Samoa. This organisation has been our partner working with us after the Tsunami 2009 to deliver a pastoral visitations programme. His Grace can be contacted via Email: archbishop-sjb@lesamoa.net. Phone: +685 30074 (Assistant: Ms Tina Benish.)

Referee 2: Ms Mena Nelson, Principal Disaster Management Officer, Disaster Management Office - Samoa. Ms Nelson was a major contact during the post disaster phase. She and her officers provided logistical and other supports to our pastoral response team. We have maintained a positive relationship since that time. Phone: +685 7700661.

As informações que você fornecer aqui serão usadas para preencher todas as partes do seu perfil deixadas em branco, como interesses, informação da organização e website. Nenhuma informação do contato será tornada pública. Por favor, desmarque aqui se você não deseja que isso aconteça..

INOVAÇÃO

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Selecione o estágio que melhor se aplica à solução

Estabelecido (estágios anteriores completos e com sucesso comprovado)

Há quanto tempo está em funcionamento?

Em execução por mais de 5 anos

Qual(is) item(ns) abaixo descreve(m) melhor a(s) barreira(s) que sua inovação soluciona? Escolha até dois itens.

Acesso, Custo.

A necessidade: Qual é o problema que você está tentando resolver?

When a natural disaster strikes people lose family members, their homes, patterns of life, livelihoods and very often their state of wellbeing and their mental health is often negatively impacted for months or longer. Psychological resilience for both the young and the elderly is deeply rocked by the impacts of a disaster. In smaller developing nations across the Pacific mental health services are often the smallest sector within health systems. There is no full time psychiatrist to service the nation of nearly 200,000 people. The government budget currently affords a part time psychiatrist specialist from Australia. When the Tsunmai 2009 struck - there were no community based services to meet increased mental health needs caused by the disaster.

A Solução: Qual é a sua solução? Seja específico!

The solution was to rebuild the resilience of the affected populations through a community outreach programme. Without this we believed that the disaster impacts would continue for another generation. We called on our friends to come and help with informing and designing the intervention.
Leadership was held firmly by our Samoan Coordinator, with support from the home agency the Family Centre. The Family Centre drew on our existing partners in Samoa and we worked together to build capacity by training a 'community outreach team'. We called in the best psychologists and adocescent mental health psychiatrists familiar with Samoan cultural norms, who were accountable to Samoan leadership from our agency. We developed a Childrens programme which we took through the affected villages with the support of local schools. Teams visited every family impacted by the tsunami over 6 weeks in 2009 and recently in 2011. We documented visits & indicators of their well-being.

O Modelo: Demonstre através de um exemplo específico como sua solução faz a diferença; inclua suas atividades primárias

In our experience when a crisis happens, whether its a death in the family or a Tsunami that has taken everything that formed the familiar, its vital to the future resilience,wellbeing and recovery of the imapacted populations that they receive some comforting , pastoral care and even have some external witnesses to their losses / grief.

We drew on Samoan cultural practices and the best social science and therapeutic knowedge we could and developed a method for the basis of our community outreach programme. A team of 20 'pastoral workers' from the Catholic Archdiocese of Samoa including others from NZ and the USA was formed. Non-Samoan mental health specialists were attached to each of the Samoan teams. Their role was to support the Samoan teams. The Principal Team leader (Co-ordinator of the Pacific Section of Family Centre) provided supervision and de-briefs. The teams worked with village leaders in each location identifying impacted families. Families were visited, preliminary assessments of wellbeing were carried out. Those in need of intensive follow up were referred to team specialists.

Children (under 10 years) and Elders needed intensive follow up. We spent more time with Elders. We developed with our Child and adolescent psychiatrist specialist a format of 'Childrens Camps'. Camps aimed to reduce post disaster stress levels so children could regain concentration and reduce their fears. Activites had to be fun and include a meal. Nearly 1300 Children participated. We have just carried out follow up visitations to over 500 households.

O Mercado: Quem são os seus pares e concorrentes? Identificar os outros que também estão trabalhando para solucionar as mesmas necessidades que você e o que você faz de diferente em relação a eles. Quais seriam os desafios impostos por esses concorrentes que impactariam no seu sucesso ou crescimento?

At the time there were others involved in 'Psycho-social responses' but these were on an individual less collaborative basis. That proved unsustainable given the scale of need and lack of local funding.
We were able to sustain our own mental health response strategy because of a large network of supporters, including faithbased organisations, both in Samoa and internationally. Mental Health is often overlooked and under resourced post disaster but consequences are connected to physical health impacts: e.g increased blood pressure, internalised stresses = early death. We connected these to Livelihood and economic health and inter-generational health issues. Children are survivors too. In our experience there a few competitors in our region. We continue to work in this area.

IMPACTO SOCIAL

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História: Queremos saber mais sobre o momento de descoberta desta solução. Conte-nos um pouco a história sobre onde e quando o(s) fundador(res) vislumbrou(aram) o potencial desta solução para mudar o mundo:

Across the Oceanic environment of the Pacific we have island nations struggling against rising sea levels, Christchurch city in New Zealand experiencing on-going earthquakes and climate change causing impacts on populations' physical, cultural, spiritual, economic, mental and psychological health. When everything that connects us as humans to our place and sense of belonging and our material world is destroyed specialised health attention is needed. We arrived into Samoa, from New Zealand a day after the tsunami with with doctors and emergency para-medics. When we took them to the National Hospital to join the emergency medical teams the Chief of Clinical Services, who knew the background of the Family Centre asked for help, "we have no psych-mental health services to help people. Please do something." Our solution was to develop a community outreach partnership between local and international specialists to address mental health impacts of the disaster.

Descreva a meta da sua iniciativa; fale sobre o que você está tentando alcançar.

Rebuilding mental health resilience following a disaster/crisis through a community outreach programme as a key response to a natural disaster.

Qual foi o impacto da sua solução até hoje?

Our agency leaders were called in by the New Zealand Social Policy and Welfare agency to do similar work in New Zealand. Christchurch city was hit in September 2010 by a 7.1 magnitude earthquake killing 182 people. The Samoan experience went onto impact the work with Christchurch emergency, health, education, government and non-government and community workers.

Two years later we are still the only team (we would say in the Pacific region) to have developed a specific response to the mental health impacts of disasters and trialed it so extensively. In Samoa we have gathered information on the general health and wellbeing of each of the famiiies impacted by the tsunami. No other agencies have gathered this level of information.

In the meantime we have been very heartened to see the high levels of recovery and can specifically identify specific programmes that are needed for example in the health, economic development, housing or water policy areas.

Qual é a sua expectativa de impacto para os próximos 5 anos?

Across the Pacific region impact may include: drawing on what we have learned and work with specific Ministries of government, the national Churches or local village leadership to shape policy and/or projects that will improve future outcomes for Children, young people and their leadership groups, and Elders.

The main projected impact? To strengthen regional resilience in health, social, cultural, economic and environment sectors.

Quais são as barreiras que podem impedir o sucesso do seu projeto? Como você planeja superá-las?

Possible Barriers: Samoan Government fears of criticism of their handling of the disaster affected villages or populations.

To overcome this we have worked to develop positive and transparent relationships with major ministries e.g. Health, Education and Women, Community and Social Development. One practical example was that we invited the MInistry of Women, Community and Social Development to contribute any questions they may want to include in our review within our quesitonnaire which we put to each of the households that we visited.

As inscrições vencedoras apresentam um plano sólido sobre como vão alcançar e acompanhar o crescimento do projeto. Identifique as metas de seis meses para aumentar seu impacto.

Working with Governments of Samoa & New Zealand on social & economic policy directions indicated by our review findings

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os seis (6) meses

Atividade 1

Carry out analysis of the Health & Livelihood aspects of the review data collected from the households interviewed

Atividade 2

Identify social & economic outcomes of disaster

Atividade 3

Publish and disseminate the report and our review findings with our partner(s) in Samoa

Agora pense grande! Identifique qual seria sua meta de impacto para 12 meses

Working across the Region on developing culturally based mental health responses in times of disaster and crisis.

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os doze (12) meses

Atividade 1

Identify health and other policy outcomes

Atividade 2

Working with Government of Samoa on social & economic policy outcomes of review

Atividade 3

Working with Government of New Zealand on health, economic and other development impacts of review outcomes

SUSTENTABILIDADE

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Por favor, explique de que forma o estabelecimento de parcerias é importante para o sucesso de sua inovação

Our Samoan partnerships contribute 'in kind' human resources and skills rather than financing. Our strongest and most consistent partnership in Samoa is with the Catholic Archdiocese of Samoa - Apia. They support the building of capacity of their pastoral workers so that in the event of any future disasters they can respond locally.

Samoan Government Social Policy Ministries are newer partners but they are critical to the success of social and economic resilience. These Ministries are supportive but they are not financing us. We are building sensitive and transparent relationships.

Atualmente você planeja atender outros locais, mercados e populações específicas com sua inovação? Se sim, onde e por quê?

Based on our own experience our targeted populations are the indigenous populations in our region of the Pacific. Building Regional Resilience will draw upon local peoples, indigenous cultural knowlegdes , environment and practices as the major resources.

Que tipo de ambiente operacional e fatores da organização interna ajudarão o projeto a ser bem sucedido?

Operating environment: The partners in this innovation share values inclusive of social justice and compassion so Leaders and workers develop responses to crisis.

Partnerships across Oceanic 'borders'- relationships between New Zealand and Samoa are historic as New Zealand was a former colonial power. Staff in the Pacific Section are Samoans connected to their places of belonging, so relationships are built over time. The Family Centre as an organisation is innovative with cultural sections that operate autonomously but interdependently. These sections are empowered to set their work priorities in relationship with one another. These relationships are underpinned by accountability to one another and a shared set of social justice values.

Fale mais sobre as necessidades ou ofertas que você selecionou anteriormente e/ou sugira categorias de apoio que não foram listadas

Our main needs are for forms of investment or other innovative ideas about generating ways to sustain this work financially - there must be others who have figured this out?

Project

Esta inscrição está conectada a um Projeto, onde você pode saber mais sobre seu progresso.
Vá para a página do Projeto: AOK! A social game for good & community.

Empathy is AOK! A social game for good & online community that makes sharing positive actions playful, rewarding and impactful.

AOK's a social game for good, online community & customizable cause marketing platform that makes sharing positive actions playful, rewarding and impactful.

Sobre Você

Organização: AOK Media, LLC mais ↓↑ ocultar↑ ocultar

Sobre Você

Nome

Ira

Sobrenome

Liss

Sobre Sua Organização

Nome da Organização

AOK Media, LLC

Página da organização na internet

País da organização

Estados Unidos , CA, Los Angeles, Los Angeles County

Países onde este projeto vem gerando impacto social

n/a

Sua organização é

empresa

Seu papel na Educação:

Outros.

Natureza da escola na qual seu projeto está afiliado:

Outros

Há quanto tempo sua organização está em operação?

Entre 1 e 5 anos

As informações que você fornecer aqui serão usadas para preencher todas as partes do seu perfil deixadas em branco, como interesses, informação da organização e website. Nenhuma informação do contato será tornada pública. Por favor, desmarque aqui se você não deseja que isso aconteça..

INOVAÇÃO

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Selecione o estágio que melhor se aplica à solução

Inicial (um piloto que começou recentemente)

Há quanto tempo seu projeto está em atividade?

Implementado há menos de um ano

A necessidade: Qual é o problema que você está tentando resolver?

Social networks are well known as places to share life moments, connect & get social validation. The value & sociological effect of "sharing" is massive but there's need to go deeper into the human experience, which includes positive social action. People already do good deeds but would do more if shared & if a rewarding & connected experience.

AOK is where daily good deeds & positive acts are shared, validated & rewarded, which infuses more empathy in the world via AOKers' collective positive Acts & Observations of Kindness. A "best of breed" solution with networking features familiar to Facebook & Twitter, AOK also rewards users with gaming elements common to Foursquare & Freerice.

AOK's a "gamified" social network that meets the human need to share & validate positive action.

A Solução: Qual é a sua solução? Seja específico!

AOK's robust UI displays users' "brands of kindness" via posts, shares, comments, likes, maps, following & points earned for each AOK. Redeemed points go to cause donations or brand discounts & prizes. Never before have people of all ages easily tracked, shared & received rewards for positive social action, even when these moments are ephemeral/ancillary to life.

For schools, AOK's light integration is a custom group page per class or school. We also aggregate AOKs from group-chosen "brand of kindness" via "Flashtags" (like Twitter's hashtag), activity feed widgets or our interactive Facebook app. Contests & custom rewards provide incentives. Schools/classes host competitions, driving kids to top leader boards & earn the most points. Our white label ("Gameboard", a deeper integration) gives schools their own game & social network for causes.

Roadmap features interactive graphic views of the "butterfly effect of good" & limited edition virtual art earned according to AOKs posted.

O Modelo: Demonstre através de um exemplo específico como sua solução faz a diferença; inclua suas atividades primárias

A person, often school aged & perhaps without experience supporting causes, joins AOK. Within days, they may see someone helping another fix a flat tire. They photograph the moment & post an Observation, earning 50 points. Conscious now of how Acts & Observations are real currency at AOK, that same person waits for a school bus near a 7-11 & may see stray cups on the ground. Instead of expecting someone else to pick them up, our AOK'er does it. They post the Act via an iPhone or our website, get 110 points & create a "Flashtag" called *CleanABusStop. He/she encourages friends to do likewise by sharing the Flashtag on Facebook & Twitter- earning another 100 points. Soon, friends join AOK & pitch in on the *CleanABusStop campaign. Local bus stops get cleaner. AOK then aks 7-11 to incentivize more AOK's by offering coupons to AOK'ers who present *CleanYourBusStop AOK reward screens (7-11 may customize this screen) to cashiers.

The result?

1) Thousands of students nationwide make bus stops clean, get rewarded with either discounts or the option to convert points into donations to causes & relief efforts & they become more mindful of their impact.

2) School admins track individual, class &/or school's "AOK Impact" via myriad metrics- quantifying results with data.

3) 7-11 gets CSR credit, schools crowd-source empathetic behaviors & social action & communities improve.

Now extrapolate this experience, imagining "AOK Ambassadors" (students) organizing school-school competitions. Students compete for prizes & social status & the "AOK Score" becomes a standard!

O Mercado: Quem são os seus pares e concorrentes? Identificar os outros que também estão trabalhando para solucionar as mesmas necessidades que você e o que você faz de diferente em relação a eles. Quais seriam os desafios impostos por esses concorrentes que impactariam no seu sucesso ou crescimento?

The "for good" landscape is burgeoning since cause marketing became a competitive advantage. And schools now offer emotional intelligence lessons. There are more competitors than ever but none robust like AOK. Twitter for example, is used "for good" & their size is a competitive challenge, but a tweet's lifespan is short & doesn't directly benefit causes. AOK features "following" & aggregates tagged posts like Twitter, yet AOK's impact beyond posts & engagement are cause donations! Foursquare's a location-based game but not "for good". AOK's mobile app is like Foursquare & effects positive change! "For good" leaders (Tonic, Freerice & CauseCast) are scaled but AOK's unique proposition to users is a lifelong diary of social change & a social network/game totally dedicated to social good.

Agora que você falou sobre sua solução, ajude-nos a entendê-la melhor

Defina sua organização, programa, serviço ou produto em 1-2 frases. [140 caracteres]

AOK is a social game for good and online community that makes sharing positive actions playful, rewarding and impactful.

Identifique o que é inovador na sua solução em 1-2 frases. [136 caracteres]

AOK's unique & engaging because we wove social networking & a game for good. Roadmap: Disruptive UI "The Wave" & "Tats" are on next tab.

IMPACTO SOCIAL

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Qual foi o impacto da sua solução até hoje?

Our community, now with AOK'ers in over 7 countries, already posted enough positive social action for us to donate to & promote causes like Global Green, American Refugee Committee, American Red Cross' relief in Joplin, MO & Japan, a middle school in Sequoia, CA & The Pacer Center for the Prevention of Bullying. At a client level, Russell Simmons' Peace Week event, hosted by LifeCamp, just used AOK to convert participant lessons-learned into action- And now they're using AOK for future events! At the user level, many AOK'ers, mostly students new to social action, reported increased mindfulness about everyday surroundings & a zeal to do more- from their part towards the environment, to generally behaving more empathetic & gracious.

San Diego State's "30 days of AOK" campaign (http://aok.tv/*sdsu) demonstrated teacher & student enthusiasm for AOK's tools last year.

AOK's best is yet to come! With "The Wave" & "Tats" features imminent, if schools embrace AOK, our impact will soar!

Qual é a sua expectativa de impacto para os próximos 1 - 3 anos?

We're projecting our community at low 7 figures within 2 years from our August, 2011 launch & doubling that figure by the end of our 3rd year.

But that doesn't speak to our projected IMPACT during the next 1-3 years.

One of our core long-term goals is increasing societal mindfulness by making social responsibility fun & rewarding. We've witnessed positive transformations of behaviors among our team & among people who'd never prioritized doing or noticing good deeds.

It's nearly impossible to quantify exactly how we'll impact the next 1-3 years. But if we hit our adoption targets as planned, we're projecting a trend (especially among school-aged people) where "being AOK" will be a hip thing to do.

And that trend can become a more evolved & empathetic humanity! That's AOK!

Quais são as barreiras que podem impedir o sucesso do seu projeto? Como você planeja superá-las?

Our biggest barrier to success is getting out in front of enough people. Once people post an AOK, not only do they post again, their average time spent on AOK during campaigns is 8-10 minutes. We anticipate that adding "The Wave" & "Tats" features will greatly increase that duration.

On a shoe-string budget however, we've had to subjugate marketing & PR to iterate & tighten technology. So, AOK's community growth rate so far, at about 10% a week, is due mostly to organic word of mouth.

Another barrier could be if big players like Facebook, Twitter or Foursquare deploy similar functionality as AOK before we scale. We've been tracking the rising popularity of cause marketing solutions & sites that illuminate positive behavior, so we know it's crucial to get popular fast!

As inscrições vencedoras apresentam um plano sólido sobre como vão alcançar e acompanhar o crescimento do projeto. Identifique as metas de seis meses para aumentar seu impacto.

6-month plan is to license our "activation engine" suite of tools to brands, schools & orgs & get CSR sponsors down the road.

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os seis (6) meses

Atividade 1

License our platform to enough paying communities to prove our monetization strategy (about 2 deals per month).

Atividade 2

Forge partnership with a "for good" products marketplace to redeem AOK points (now in talks with Ebay's World of Good).

Atividade 3

Build & deploy "The Wave", aka a graphic interactive nodal representation of the "Butterfly Effect of Good". This is WAY cool!

Agora pense grande! Identifique qual seria sua meta de impacto para 12 meses

Iterate Features, Scale & Land Series A Funding!

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os doze (12) meses

Atividade 1

Build & deploy "Tats" page, aka limited-edition &/or celeb-created graphic art that manifests unique to each AOK'ers behavior.

Atividade 2

Confirm adoption of the 1 millionth AOK'er. Celebrate @ The Avalon Hotel in Beverly Hills, where AOK was born. Nurse hangover.

Atividade 3

Demonstrate profitability & enough community scale to attract VC interest. Negotiate, close deal & celebrate! Nurse hangover.

História: Queremos saber mais sobre o momento de descoberta desta solução. Conte-nos a história sobre onde e quando o(s) fundador(res) vislumbrou(aram) o potencial desta solução para mudar o mundo. [125 palavras]

AOK was conceived by Ira & Lynn Liss, a married couple working in separate industries- Ira in Hollywood & Lynn in startups via management consulting. They'd similar feelings about personal responsibility & discussed EVERYTHING so were bound to work together. Lynn co-founded a video share site that incentivized micro-activism (TGO) & Ira later moonlighted to introduce celebrity clients. Ira met with Adrian Grenier (actor/activist & SHFT cofounder) who conveyed a long-time passion to build a picture share site about kind acts. A TBD joint venture would soon be forged!

Weeks passed. Ira & Lynn noodled incessantly about viable SHFT/TGO JVs, saw Foursquare explode & researched the landscape. Then, a moment of clarity in the car: It struck them that people yearned to take part in the "values revolution" & that a game could be the PERFECT vehicle for it!

They were delighted to then learn a "games for good" niche existed & so pitched a leader in the space, Natron Baxter, who accepted!

SUSTENTABILIDADE

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Por favor, explique de que forma o estabelecimento de parcerias é importante para o sucesso de sua inovação

Founding partners include Webby award-winning SHFT, award-winning cofounders of TED speaker, Jane McGonigal's Gameful.org, Natron Baxter & the Webby award-winning designers, Ludlow Kingsley.

Since launch, AOK's partnered with and/or engaged clients such as cause marketing firm, Make Things Matter, founded by former marketing firm, Syrup; Russel Simmons' Life Camp, with whom we'll pilot our "Ambassador Program" for urban youth; The Discus Awards, which recognizes significant achievement by High School students & TED's Charter for Compassion, for which we currently supply a Facebook app.

Qual o perfil da equipe (colaboradores, voluntários etc.) que vai garantir o cumprimento das metas de crescimento identificadas por você na seção ‘Impacto Social’?

In the trenches, AOK's devoted team of about a dozen adroit tech & media geeks has included the likes of an original Kickstarter developer. Our Community Mgr is AOK's vibrant personality & interns are our soul. They're all empowered, participating in weekly exec meetings, engaging challenges & consulting mindshare for our UI. Despite our wishes, all team players work at discounts to their value & market rate. Thankfully, these guys & gals pull nights, weekends & create hours as client deals warrant the output.

Our investor also hired seasoned C-level advisors to guide our macro strategy.

Fale mais sobre as necessidades ou ofertas que você selecionou anteriormente e/ou sugira categorias de apoio que não foram listadas

We're humble & hungry. We're not too proud. Ashoka's expertise, resources & community support are invaluable to us, so we're thrilled to accept resources, hear candid feedback & collaborate in all areas offered!

To the extent that anyone among Ashoka's board or community requests our assistance, AOK's delighted to lend a hand & offer as much support as we possibly can- whether or not we win.

Creative Nature: Teaching Empathy Creatively in Nature

Localização

Cornwall
Reuno Unido
50° 35' 39.0804" N, 4° 29' 57.6384" W

The primary objective of Creative Nature is to deliver innovative and effective Emotional Literacy programmes for children and young people. Our inspiring methodology is both engaging and motivating for young people and provides real opportunities for personal development and raising self esteem through play, creativity, problem solving, knowledge & skills and risk management. Regularly coming together in a safe and prepared woodland site young people have the opportunity to learn about themselves and each other outside of their usual settings.

Chain Reaction Theatre: "Knowing Me Knowing You" Show

Localização

London
Reuno Unido
51° 30' 31.68" N, 0° 7' 53.0724" W

"Knowing Me Knowing You" tackles the issue of bullying...It explores through drama and song the dilemma faced by a child who for some reason does not fit in with the crowd and is picked on or set apart for being different. It also examines how important it is for children who are being bullied not to simply remain silent, and how the strength of the group can overcome the power of the bully.

Project

Esta inscrição está conectada a um Projeto, onde você pode saber mais sobre seu progresso.
Vá para a página do Projeto: Talent 360.

Talent 360

Talent 360 is a technological and social platform which Inspire, Enable and Mentor students to follow their passion and stay ahead in life.

Sobre Você

Organização: EduAlert Services (P) Ltd mais ↓↑ ocultar↑ ocultar

Sobre Você

Nome

Rajeevnath

Sobrenome

Viswanathan

Sobre Sua Organização

Nome da Organização

EduAlert Services (P) Ltd

Página da organização na internet

País da organização

Índia, KL, Thiruvananthapuram

Países onde este projeto vem gerando impacto social

Índia

Sua organização é

Selecione todas as opções válidas

Seu papel na Educação:

Assistente Social, Outros.

Natureza da escola na qual seu projeto está afiliado:

Privada (mensalidade paga)

Há quanto tempo sua organização está em operação?

Menos de um ano

As informações que você fornecer aqui serão usadas para preencher todas as partes do seu perfil deixadas em branco, como interesses, informação da organização e website. Nenhuma informação do contato será tornada pública. Por favor, desmarque aqui se você não deseja que isso aconteça..

INOVAÇÃO

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Selecione o estágio que melhor se aplica à solução

Inicial (um piloto que começou recentemente)

Há quanto tempo seu projeto está em atividade?

Implementado há menos de um ano

A necessidade: Qual é o problema que você está tentando resolver?

Every child got some talent and a dream to get into a career they love.
But Most of them are stifled by the gap between dream and reality.
Students and parents ignorant about value of the talent possessed by the kid, sometimes they even fail to identify the hidden talent. Even if there are someone who identified they talent, there is no support system which motivates students to pursue their passion. All the stake holders like parents , teachers, school work individually without proper focus or plan. Students don't know why they are studying ,what they have to learn to get into a particular career,neither they know what they’ll be doing once they get into a particular career. This ends up in getting into a wrong career.

A Solução: Qual é a sua solução? Seja específico!

Inspire, Enable and Mentor students to follow their passion and stay ahead in life. Inspire Students to follow Passion. Help students identify hidden talent and make them aware about the opportunities available for them in sectors they are interested. Enable Ecosystem to Nurture Talent
where different stakeholders work together to help kids reach their goal.Mentor and Connect students with industry and let them a taste of industry at early stage so they can be prepared for the industry.
Our services include : Info Alerts ; Analytical tool ; Events platform ; Mentoring and Industry connect.

O Modelo: Demonstre através de um exemplo específico como sua solução faz a diferença; inclua suas atividades primárias

Talent 360 is a technological and social platform which brings together all the stake holders in school education under one roof and make them work towards a common goal of helping students attain success in life.
Eg a student is interested in painting but he feels insecure to pursue his passion , he don't know how to convert this interest into a professional skill, neither he knows the job opportunities of market demand.
With our Info service we make parents and student aware about the opportunities in animation and media industries which need creative skills. Then we inform them about various courses/events happening in an around the city which can help students nurture that talent into a professional. Analyze students performance in these events and help students evaluate themselves with the competition outside. Once the student has nurtured the skill and is confident of his skill we connect him with industry and give a feel of the job options through industry visits / internship. Then we connect with subject experts who can mentor students in the right path to attain a job of their choice. By the time the student passes out from school he'll have a clear idea his strengths and weakness as well as the career which suits him best. Student will be clear about the next steps he got to take inorder to pursue his dream.

O Mercado: Quem são os seus pares e concorrentes? Identificar os outros que também estão trabalhando para solucionar as mesmas necessidades que você e o que você faz de diferente em relação a eles. Quais seriam os desafios impostos por esses concorrentes que impactariam no seu sucesso ou crescimento?

There is no direct competition as such but there are indirect competition form career counselors; digital learning tool providers and school management system providers;

Agora que você falou sobre sua solução, ajude-nos a entendê-la melhor

Defina sua organização, programa, serviço ou produto em 1-2 frases. [140 caracteres]

A technological and social platform which Inspire, Enable and Mentor students to follow their passion and stay ahead in life.

Identifique o que é inovador na sua solução em 1-2 frases. [136 caracteres]

We bring all the stake holders in education sector together to mold a successful career without compromising student's interest/talent.

IMPACTO SOCIAL

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Qual foi o impacto da sua solução até hoje?

We just started the venture 6 months back. Its too early to create / show an impact in society. But yes we were able to create awareness to around 10,000 parents and 12,000 students.

Qual é a sua expectativa de impacto para os próximos 1 - 3 anos?

In 3 years we are targeting to help 3 million students and their parents in the next three years. Accompany them in the journey towards success. Create an ecosystem consisting of 100+ non profit organizations and 500+ corporate willing to guide students with subject expertise.

Quais são as barreiras que podem impedir o sucesso do seu projeto? Como você planeja superá-las?

Funding : Limited cash flow can be a hinder to scale up. We'll have to raise fund in order to scale up.

Credibility : Being a startup by a bunch of youngsters we don't have the credibility to prove the world(schools / parents / corporate) that we can do it. We'll form a solid advisory board consisting of eminent personalities in education sector.

Resources : We need skilled and committed people who are willing to work for a cause rather than money. Will have to participate in various social events and create a brand identify for ourselves. Associate with like minded social ventures who are working to create an impact.

As inscrições vencedoras apresentam um plano sólido sobre como vão alcançar e acompanhar o crescimento do projeto. Identifique as metas de seis meses para aumentar seu impacto.

Serve 50,000 students spread in 2 cities

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os seis (6) meses

Atividade 1

Sign up 50 schools

Atividade 2

Associate with 10 non profit organizations and 20 companies

Atividade 3

Conduct 30 events(atleast 6 events in each city)

Agora pense grande! Identifique qual seria sua meta de impacto para 12 meses

Serve 150,000 students in 6 cities

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os doze (12) meses

Atividade 1

Sign up 300 schools (25 in each city)

Atividade 2

Associate with 50+ organizations in different domains, 200+ companies , 12 event management companies (2/city )

Atividade 3

Organize 75 events (atleast 10 events in each city)

História: Queremos saber mais sobre o momento de descoberta desta solução. Conte-nos a história sobre onde e quando o(s) fundador(res) vislumbrou(aram) o potencial desta solução para mudar o mundo. [125 palavras]

Suffering of friends because of wrong decision related to career lead us to some hard realities of Indian education system. Only about 20% of the students getting enrolled for engineering course passes out. Rest 80% suffers with back log and out of this 20% around 85% are unemployable (report from NASSCOM). On the other hand industry running short of skilled people. We are trying to bridge this gap , create more quality human resource for the future.

SUSTENTABILIDADE

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Por favor, explique de que forma o estabelecimento de parcerias é importante para o sucesso de sua inovação

Our company is registered as a private limited company.
So far we were able to associate with 2 companies IBM and IncuCapital.

Qual o perfil da equipe (colaboradores, voluntários etc.) que vai garantir o cumprimento das metas de crescimento identificadas por você na seção ‘Impacto Social’?

20 technical people 20 marketing people and 30 operations

Fale mais sobre as necessidades ou ofertas que você selecionou anteriormente e/ou sugira categorias de apoio que não foram listadas

Neighborhood Scouting Project Value Formation for Children in Conflict with Law (CICL)

Localização

Filipinas
13° 17' 11.9364" N, 121° 6' 48.9204" E

Neighborhood Scouting Project Value Formation for Children in Conflict with Law (CICL) is a juvenile delinquency program at the community level. It organized ten (10) Neighborhood Scout Troops and trained community police and out-of-school children to become the scoutmasters and youth leaders, respectively, and continues to work with these community groups to provide literacy skills and life skills training to children at risk of committing crimes. 

Project

Esta inscrição está conectada a um Projeto, onde você pode saber mais sobre seu progresso.
Vá para a página do Projeto: Be Kind and Work Hard.

Be Kind and Work Hard

A child-centered, progressive, urban, democratically-structured K-8 public school, supporting students with diverse learning abilities.

Sobre Você

Organização: Mission Hill K-8 School mais ↓↑ ocultar↑ ocultar

Sobre Você

Nome

Dani

Sobrenome

Coleman

Sobre Sua Organização

Nome da Organização

Mission Hill K-8 School

Página da organização na internet

País da organização

Estados Unidos , MA, Roxbury, Suffolk County

Países onde este projeto vem gerando impacto social

Estados Unidos , MA, Roxbury, Suffolk County

Sua organização é

instituição do governo

Seu papel na Educação:

Outros.

Natureza da escola na qual seu projeto está afiliado:

Pública (mensalidade gratuita)

Há quanto tempo sua organização está em operação?

Mais de 5 anos

As informações que você fornecer aqui serão usadas para preencher todas as partes do seu perfil deixadas em branco, como interesses, informação da organização e website. Nenhuma informação do contato será tornada pública. Por favor, desmarque aqui se você não deseja que isso aconteça..

INOVAÇÃO

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Selecione o estágio que melhor se aplica à solução

Expandindo (o próximo passo é aumentar o impacto em escala local ou mesmo global)

Há quanto tempo seu projeto está em atividade?

Em execução por mais de 5 anos

A necessidade: Qual é o problema que você está tentando resolver?

In the words of the Mission Hill K-8 School (MHS) Statement of Purpose: "To help parents raise youngsters who will maintain and nurture the best habits of a democratic society, be smart, caring, strong, resilient, imaginative and thoughtful. It (the school) aims at producing youngsters who can live productive, socially useful and personally satisfying lives, while also respecting the rights of all others."

A Solução: Qual é a sua solução? Seja específico!

For over 15 years, the staff of MHS has created a dynamic, supportive, inclusive, and successful learning community in which children and their their families maintain and nurture the democratic habits described above. The school is being moved in September 2012, expanding to accept three and four year-old students, half of whom will have special needs. Through an innovative model and curriculum, the school meets the needs of a diverse body of learning styles. Through expansion of our existing successful educational program and the creation of space to support outreach/dissemination of our work through conferences and professional development, we hope to reach more families and support the creation of programs similar to ours.

O Modelo: Demonstre através de um exemplo específico como sua solução faz a diferença; inclua suas atividades primárias

Starting in Kindergarten, students learn what it means to be part of a democratic community. Classroom names and rules are voted on, class constitutions are created collectively, and community norms are established early on. The school motto of Be Kind and Work Hard is modeled by every adult in the building. MHS is a school with an inclusion model, mixing children of every variety in classrooms. Through this model, empathy and understanding for differences is established. One of the major school rules is "You can't say, You can't play". A weekly community "Share" includes the entire student/teacher body singing, sharing work, and announcing weekly "Acts of Kindness" (anonymously submitted acts of kindness witnessed by children and adults throughout the week). As children grow older, their idea of community grows outside of the school walls-6th, 7th, and 8th graders participate in the School to Community Initiative (SCI), leaving school to take part in neighborhood volunteer opportunities. Multi-age classrooms also encourage children to support and help each other, both academically and socially. Older children have much younger "book buddies" and field trips often include children of vastly different age groups. Whole child focus and project-based learning are at the heart of a four-year revolving curriculum that studies three school-wide subjects every year: a science, an ancient culture and a topic of social justice through the lens of the African American experience. The founding educational philosophy is based on John Dewey's Habits of Mind.

O Mercado: Quem são os seus pares e concorrentes? Identificar os outros que também estão trabalhando para solucionar as mesmas necessidades que você e o que você faz de diferente em relação a eles. Quais seriam os desafios impostos por esses concorrentes que impactariam no seu sucesso ou crescimento?

MHS belongs to the Pilot School Network, within the Boston Public Schools district. Like every public school in the country, we are part of a major push for standardized testing, which we believe is only one way of many to assess children (and not a very effective one). Our peers are those schools that belong to the Coalition of Essential Schools. Our competitors are private and charter schools, which take children and funding from our district regularly and do not always serve the populations that we do. MHS is a beacon. We are visited each year by over 150 educators from several countries and many cities. They come to learn about our best practices and to see in person, the inspirational work done by our staff and visionary leader.

Agora que você falou sobre sua solução, ajude-nos a entendê-la melhor

Defina sua organização, programa, serviço ou produto em 1-2 frases. [140 caracteres]

A child-centered, progressive, urban, democratically-structured K-8 public school, supporting students with diverse learning abilities.

Identifique o que é inovador na sua solução em 1-2 frases. [136 caracteres]

A successful urban public school, promoting democracy, diversity, and empathy,while meeting the needs of children with a variety of lear

IMPACTO SOCIAL

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Qual foi o impacto da sua solução até hoje?

In the fifteen years since the school's inception, MHS has graduated over 170 young people, who have gone to high school, college, and the workplace. In a study following the graduates of MHS (and two other pilot schools) by the Center for Collaborative Education in 2010, the researcher states "As the findings detail, they (the graduates) learned in multiple ways and in a range of areas, including growing into independent learners, learning academic content and skills, and developing 21st century skills such as critical thinking, communication, collaboration, and practical intelligence."
The school regularly receives visiting alums, who come back to share stories snd help out at the school. There are currently four children of alums attending the school.Statistics for our community (2011-12 school year): 40% African american, 35% Hispanic, 17% White, 7% Biracial, and 1% Asian. 30% of children receive Special Education services and 57% live under the poverty level.

Qual é a sua expectativa de impacto para os próximos 1 - 3 anos?

The school is growing to include 30 new slots for three and four year-olds in the fall of 2012. The school will move to a larger building in a different neighborhood, but continue to serve the current families population. Of 30 new slots for the youngest children, 15 are designated for children with significant special needs. The new building will allow the school to host more organized visits for educators. It is hoped that we will host educational conferences and Professional Development classes for educators, as we create and define the new space. The idea is to continue to grow and learn and provide the best education for the city's neediest children. Opening our program to three and four year-olds is relatively new to the district and we hope to become a model nationwide.

Quais são as barreiras que podem impedir o sucesso do seu projeto? Como você planeja superá-las?

The biggest barrier to our work is always financial. Because public schools are almost always underfunded, the school has included an External Affairs position, not only to address the larger issues of visitors, partnerships, and special programs, but also to work with the Friends of Mission Hill School, a 501-C3 non-profit, founded by a parent to assist the school with fundraising. We are currently seeking funding to help establish new early education classrooms for the three and four year-olds, create a library media center (including sorely needed school-wide technology upgrades), and to support the expansion of our Visitor Program to include conferences and education PD classes. Some of these are one-time costs and others we hope to create self-sustaining programming with.

As inscrições vencedoras apresentam um plano sólido sobre como vão alcançar e acompanhar o crescimento do projeto. Identifique as metas de seis meses para aumentar seu impacto.

30 new children in the program. PD Classes and Conference plan for 2012-13 School Year.

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os seis (6) meses

Atividade 1

Move entire school to new building, creating from scratch, an inviting, nurturing and beautiful learning environment.

Atividade 2

Create new classrooms/hire new staff to serve this younger and challenging population.

Atividade 3

Create foundation for the school to host conferences and classes (technology, PR, furnishings, etc...)

Agora pense grande! Identifique qual seria sua meta de impacto para 12 meses

Firmly established K0-8 school that serves as a destination for educators, both locally and internationally

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os doze (12) meses

Atividade 1

Establish comprehensive extended-day educational program for 200 students, ages 3-15

Atividade 2

Establish strong community and familial partnerships to support the new school location/community

Atividade 3

Establish school as a desitination for conferences and professional development in the national education spotlight.

História: Queremos saber mais sobre o momento de descoberta desta solução. Conte-nos a história sobre onde e quando o(s) fundador(res) vislumbrou(aram) o potencial desta solução para mudar o mundo. [125 palavras]

In 1996 Deborah Meier was 65 years old and poised to retire after a long and successful career as an educator in the NYC Public Schools. An old friend from Cambridge called her, mentioning the fledgling Boston Pilot School movement and suggested that Deborah come start a school in the Mission Hill neighborhood in Roxbury, a historically under-served area for school-aged Boston children. The following week, Deborah made a visit to Mission Hill, saw a site that she deemed perfect and jumped into planning for the MHS. It seems that with Deborah, her entire professional life was a series of those "Aha!" moments. At the age of 80, Deborah Meier continues as a force to be reckoned with in public education reform. She travels, speaking around the world, blogs and twitters regularly, writes a monthly column for EdWeek, and works on educational policy. She is a truly visionary leader. The school continues her legacy as a proud model of successful public education.

SUSTENTABILIDADE

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Por favor, explique de que forma o estabelecimento de parcerias é importante para o sucesso de sua inovação

MHS is grateful for the many partnerships that support and enhance the school. MHS has partnerships and hosts student teachers from Simmons College, Wheelock College, Northeastern University, Tufts University and Harvard University. MHS is an active member of the Coalition of Essential Schools and the Forum for Democracy and Education. Additional city partnerships include: City Connects, New England Baptist Hospital, Brigham and Women's Hospital, The Farm School, Massachusetts College of Art and Design, 826 Boston, The Boston Nature Center, and New England Conservatory.

Qual o perfil da equipe (colaboradores, voluntários etc.) que vai garantir o cumprimento das metas de crescimento identificadas por você na seção ‘Impacto Social’?

The MHS staff is a diverse, passionate, engaged and hard-working group of educators. Working at a democratically-run school that expects staff to spend many hours in professional development, ensures a staff who are always willing to further their knowledge, show self reflection, and go the extra mile for others. This is a staff with a very low rate of turnover. The staff are the heart and soul of the school.

Fale mais sobre as necessidades ou ofertas que você selecionou anteriormente e/ou sugira categorias de apoio que não foram listadas

Leading Changemakers

With “Leading Changemakers” Ashoka Germany founded the most practical youth driven Think-and-Do
Tank to promote innovative and entrepreneurial change by everyone:
- tap the full potential of youth changemaking and double the number of engaged youth in Germany
- promote social entrepreneurial, self-determined youth participation

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Youth Leadership for Change

JUMP! engages youth in community development projects and inspires and empowers youth as global citizens and community leaders.

Sobre Você

Organização: JUMP! Foundation mais ↓↑ ocultar↑ ocultar

Sobre Você

Nome

austin

Sobrenome

volz

Sobre Sua Organização

Nome da Organização

JUMP! Foundation

Página da organização na internet

País da organização

China, Beijing

Países onde este projeto vem gerando impacto social

China, Beijing

Sua organização é

ONG/OSC

Seu papel na Educação:

Outros.

Natureza da escola na qual seu projeto está afiliado:

Privada (mensalidade paga)

Há quanto tempo sua organização está em operação?

Mais de 5 anos

As informações que você fornecer aqui serão usadas para preencher todas as partes do seu perfil deixadas em branco, como interesses, informação da organização e website. Nenhuma informação do contato será tornada pública. Por favor, desmarque aqui se você não deseja que isso aconteça..

INOVAÇÃO

leia mais↑ ocultar↑ ocultar

Selecione o estágio que melhor se aplica à solução

Expandindo (o próximo passo é aumentar o impacto em escala local ou mesmo global)

Há quanto tempo seu projeto está em atividade?

Em execução por mais de 5 anos

A necessidade: Qual é o problema que você está tentando resolver?

Youth frequently feel they lack the skills necessary to make change in a meaningful and sustainable way. In particular, international school students, who have personally witnessed many global issues but often remain disconnected from the local community, feel incapable of effecting change in their environment. Formal education methodologies can intensify this feeling when they reinforce an authoritarian dynamic between students and teachers. Such a dynamic weakens students feeling of responsibility for their educational experience and encourages them to rely on the teacher to solve important issues and questions. All of this amounts to the disempowerment of youth.

A Solução: Qual é a sua solução? Seja específico!

“Inspire. Empower. Engage.” summarizes JUMP’s solution to the disempowerment of youth. First, we do this by running youth leadership and community development programs in over 20 international schools; our strongest partnerships lying in China, Thailand, and Singapore. The program empowers students to become leaders in their communities by challenging them in areas such as personal discovery, trust building, effective communication and situational leadership. Second, through our partnerships with Global Potential (GP) and Americans Promoting Study Abroad (APSA) we provide underprivileged youth with international experience and empower them to solve real-world issues. With GP we work toward the shared goal of supporting youth to become changemakers locally and globally. With APSA, our programs enable underprivileged, inner-city American youth to volunteer at migrant schools in China, directly impacting the local community.

O Modelo: Demonstre através de um exemplo específico como sua solução faz a diferença; inclua suas atividades primárias

Our programs consistently follow the same three steps to challenge the norm and revolutionize the traditional student-teacher dynamic to strengthen students’ connection to their communities. 1) We create opportunities for students to drive and define their personal growth. 2) We facilitate leadership through a change in perspective. In the school programs this occurs during the team-building challenges as students navigate disagreement and miscommunication. Then, when we debrief each challenge, students share their insights into community and leadership, creating an environment where their thoughts are taken seriously and they empathize and learn from their peers. In our development-focused programs, this change occurs during the service component, for example when students volunteer at a migrant school and feel they can directly impact serious issues such as education. 3) Inspired and equipped with a new mindset and skill set, these students enter their communities feeling they can become changemakers. What they exactly decide to do is their choice; they pursue the change they are passionate about achieving.

O Mercado: Quem são os seus pares e concorrentes? Identificar os outros que também estão trabalhando para solucionar as mesmas necessidades que você e o que você faz de diferente em relação a eles. Quais seriam os desafios impostos por esses concorrentes que impactariam no seu sucesso ou crescimento?

Those who traditionally would be our competitors have largely become collaborators in our vision. While The Hutong and JUMP! both provide outdoor programs, JUMP! focuses on youth empowerment, which has enabled us to build a strong collaborative partnership. The Odyssey Institute and JUMP! have similar goals, methods and programs. However, JUMP! differs in its social enterprise model and hub in China. Lastly, some international schools offer leadership programs that overlap with JUMP! but lack the facilitator structure that truly empowers students and grants them authentic responsibility. Though these sources of competition may pose challenges to JUMP’s program growth, due to our desire for collaboration they also frequently contribute to empowering youth.

Agora que você falou sobre sua solução, ajude-nos a entendê-la melhor

Defina sua organização, programa, serviço ou produto em 1-2 frases. [140 caracteres]

JUMP! engages youth in community development projects and inspires and empowers youth as global citizens and community leaders.

Identifique o que é inovador na sua solução em 1-2 frases. [136 caracteres]

JUMP! gives students the opportunity to take on authentic responsibility to gain the skills needed to become local and global leaders.

IMPACTO SOCIAL

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Qual foi o impacto da sua solução até hoje?

Quantitatively, JUMP! programs have reached over 4,000 global youth, 2,000 international educators, and 500 disadvantaged youth worldwide and included 1,000 volunteer hours in China-based service projects. The 500% growth in program participants since 2009 shows the desirability and effectiveness of our programs in empowering youth. Qualitatively, JUMP! program participants have gone on to run Global Issues Network and Round Square conferences as well as start initiatives such as The Pro-Farmer Project at the Western Academy of Beijing or Art for Leadership at the New International School Thailand. Furthermore, APSA scholars work on a China Tomorrow Project through which they share their experience to engage their local communities. These initiatives demonstrate JUMP’s impact in supporting youth in becoming changemakers.

Qual é a sua expectativa de impacto para os próximos 1 - 3 anos?

In addition to growing our partnership base we hope to expand our impact in three primary ways. First, we plan on creating an alumni network so past program participants can collaborate locally and internationally to create initiatives and address serious issues. Second, we plan on expanding beyond international schools to offer JUMP! programs to local public school students in China. Third, we will expand the existing JUMP!-Global Potential model for Haitian Youth Leadership Conferences to underprivileged youth in China, South Africa, Thailand and Australia.

Quais são as barreiras que podem impedir o sucesso do seu projeto? Como você planeja superá-las?

The barriers to JUMP’s continued success and growth lie in recruiting and maintaining a team that can fill the growing demand for our programs at a very high quality. Due to the high commitment required of JUMP! staff and JUMP's inability to cover the costs of decent wages and other benefits, our staff cannot commit to more than 2 years of working at JUMP! Therefore, our greatest barrier is lack of access to patient capital to allow JUMP to acquire and retain a well-trained and committed team. To start addressing these challenges we have begun fundraising with the aim of increasing staff wages and benefits.

As inscrições vencedoras apresentam um plano sólido sobre como vão alcançar e acompanhar o crescimento do projeto. Identifique as metas de seis meses para aumentar seu impacto.

JUMP! aims to increase revenue generating programs in Asia and programs for underprivileged youth both by 50%.

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os seis (6) meses

Atividade 1

Diversify the programs we run with established partners

Atividade 2

Expand our existing school network through marketing to new students and schools

Atividade 3

Work internally to develop and offer new JUMP! programs

Agora pense grande! Identifique qual seria sua meta de impacto para 12 meses

JUMP! will develop its China-based international school network and redirect funds to run programs with local Chinese youth.

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os doze (12) meses

Atividade 1

Build the capacity to develop and deliver programs through a better trained and expanded team.

Atividade 2

Expand and diversify JUMP's partner base to include other organizations, local schools, companies and donors

Atividade 3

Develop a web platform to facilitate networking and collaboration of past program participants.

História: Queremos saber mais sobre o momento de descoberta desta solução. Conte-nos a história sobre onde e quando o(s) fundador(res) vislumbrou(aram) o potencial desta solução para mudar o mundo. [125 palavras]

In 2006, five education professionals began discussing their futures around a conference table in Capetown. They shared a passion for youth development, experiential education, and social-innovation and a desire to help youth who struggle with traditional models of schooling or extra-curricular activities. They realized that they could merge their backgrounds in leadership training, outdoor education, and adventure travel to create unique experiences for youth that would provide a space to pursue personal discovery and address real-world issues through collaborative learning. With the structure and support of this outlet, students could identify and map out steps towards achieving their goals as well as gain the tools to become changemakers in their local and global communities. Six months later the Western Academy of Beijing witnessed the first JUMP! program.

SUSTENTABILIDADE

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Por favor, explique de que forma o estabelecimento de parcerias é importante para o sucesso de sua inovação

Our partnerships fall into two types: our service-based partnerships with international schools and our partnerships with other youth-focused organizations. Our global network of international schools constitutes our main source of revenue. The organizations we partner with such as Global Potential and Americans Promoting Study Abroad share our goals of empowering youth and fostering global citizens.

Qual o perfil da equipe (colaboradores, voluntários etc.) que vai garantir o cumprimento das metas de crescimento identificadas por você na seção ‘Impacto Social’?

Despite being extremely committed and passionate, our current full-time staff cannot keep up with the demand for our programs. An increased staff would enable JUMP! to fill the demand for our programs. The ability to better compensate this team would ensure more sustainable growth as staff could commit long-term. Since many past program participants wish to volunteer and intern additional staff are needed to mentor them.

Fale mais sobre as necessidades ou ofertas que você selecionou anteriormente e/ou sugira categorias de apoio que não foram listadas

Needs: JUMP's greatest need is organizational support to build a team of skilled and committed people and accessing skilled labor in marketing, media, finance, and law.
Offers: JUMP! has a large network with youth development organizations and international schools around the world willing to share and collaborate.

Conscious Citizens through Connectivity

Raising conscious and empathetic global citizens through online exchange and community building. Students in Rwanda and the US connect to teach each other.

Sobre Você

Organização: Sanejo mais ↓↑ ocultar↑ ocultar

Sobre Você

Nome

Christine

Sobrenome

Mahoney

Sobre Sua Organização

Nome da Organização

Sanejo

Página da organização na internet

País da organização

Ruanda, XX, Ntenyo

Países onde este projeto vem gerando impacto social

Ruanda

Sua organização é

ONG/OSC

Seu papel na Educação:

Professor.

Natureza da escola na qual seu projeto está afiliado:

Pública (mensalidade gratuita)

Há quanto tempo sua organização está em operação?

Entre 1 e 5 anos

As informações que você fornecer aqui serão usadas para preencher todas as partes do seu perfil deixadas em branco, como interesses, informação da organização e website. Nenhuma informação do contato será tornada pública. Por favor, desmarque aqui se você não deseja que isso aconteça..

INOVAÇÃO

leia mais↑ ocultar↑ ocultar

Selecione o estágio que melhor se aplica à solução

Ideia (você está para lançar)

Há quanto tempo seu projeto está em atividade?

Ainda na fase de ideia, mas você deseja lançá-lo em breve

A necessidade: Qual é o problema que você está tentando resolver?

Children in Ntenyo Primary School (755 students), Rwanda and Buford Middle School (649 students), Charlottesville, Virginia are socially excluded. Their schools lack basic resources for learning, they have a hard time seeing where they fit in the world, and relating to those from other backgrounds since they do not have the opportunity to interact with people from different walks of life. It is hard to dream big when the world seems so constrained; hard to feel hope when surrounded by so much despair; and hard to think creatively about how children can collaboratively solve the problems they see in their world.

A Solução: Qual é a sua solução? Seja específico!

We will connect students in Ntenyo, Rwanda and Charlottesville, VA via the internet, to talk, share stories, and play online games designed to build relationships and empathy. The exchange will foster mutual understanding, respect and empathy, as well as show how we are all connected in a global web. We will also connect these young students to university students at the Batten School of Leadership & Public Policy at the University of Virginia (UVA), for additional learning opportunities. We will draw on resources from the university’s psychology department where researchers use computer-based empathy tools; and the Mindfulness Center, which has developed online mindfulness meditation programs to reduce stress and promote self awareness. We will start small with two classrooms in Ntenyo and two in Charlottesville, growing it into many laptops in Rwanda and multiple linkages in the US.

O Modelo: Demonstre através de um exemplo específico como sua solução faz a diferença; inclua suas atividades primárias

There will be three components of the connection, which will grow, in time, to a broader web. 1. Children in Ntenyo, Rwanda will talk with children in Charlottesville, Virginia. They will share stories and play online games building cooperation and friendships. This will allow them to improve their English and expand their experiences. In addition, connecting to the Internet will increase their access to information by orders of magnitude. 2. Children in low-income schools in Charlottesville, VA will talk with children in Ntenyo, Rwanda. While thousands of children are relatively disadvantaged in Charlottesville Virginia, defined by the national poverty line, their access to resources is significantly higher than students in Rwanda. However, drop out rates are high (49% for African-American students). In Rwanda, hundreds of children arrive at Ntenyo Primary School every day, having walked miles, sometimes with no shoes, often without a meal, and suffering from a range of health ailments. Providing students in Charlottesville with this reference point should help them develop empathy for our far-away neighbors, recognize their own *relative* wealth and encourage them to take advantage of the resources at their disposal. 3. Children in both schools – in Charlottesville and Ntenyo will be connected to students at the University of Virginia. This will provide children in both schools access to additional tutoring and cutting edge developments in empathy and mindfulness curriculum. The university students develop a deeper understanding of poverty and empathy.

O Mercado: Quem são os seus pares e concorrentes? Identificar os outros que também estão trabalhando para solucionar as mesmas necessidades que você e o que você faz de diferente em relação a eles. Quais seriam os desafios impostos por esses concorrentes que impactariam no seu sucesso ou crescimento?

No other organizations are working in the area of rural Rwanda where the Ntenyo Primary School is situated, and no organization in Charlottesville, VA is seeking to connect low-income children with students in other countries. So there are no direct competitors. Peer organizations exist that have curriculum which we will use during the exchanges; we are in touch with the Directors of Global Grassroots, an NGO teaching consciousness to girls in Rwanda; The UVA Contemplative Center, which is holding a conference and gathering materials on teaching meditation and self awareness in K-12 education; and the UVA Mindfulness Center, which has online mindfulness tools.

Agora que você falou sobre sua solução, ajude-nos a entendê-la melhor

Defina sua organização, programa, serviço ou produto em 1-2 frases. [140 caracteres]

Raising conscious and empathetic global citizens through online exchange and community building.

Identifique o que é inovador na sua solução em 1-2 frases. [136 caracteres]

Using modern information technology to teach one of the oldest and most basic of truths: we need each other.

IMPACTO SOCIAL

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Qual foi o impacto da sua solução até hoje?

Sanejo began working with Ntenyo Primary School 2 years ago when it was at risk of closing because of poor infrastructure and low graduations rates. Over the last two years we have built 5 new classrooms with the help of the Ntenyo community, landscaped the school grounds and installed two water tanks to ensure that the children have fresh drinking water throughout the school day. In 2011, the school was ranked 2/12 on the Sector level and 4/69 on the District level. During this time, we have brought in volunteers from different countries to expose the children to different cultures. This cross-cultural interaction has peaked the students' interest and they are constantly writing letters for the volunteers to take to children in their home countries. With this project, we aim to take their eagerness for pen pals one step further and connect them with entire classrooms in the US through virtual meetings, lessons and games.

Qual é a sua expectativa de impacto para os próximos 1 - 3 anos?

In the next 1-3 years we aim to complete the renovation of the Ntenyo Primary School and adding enough classrooms to expand to include a Secondary School, new latrines, and an improved playing field. Electricity is slated to come to the school this year but we will also add solar panels for fluctuations in power. We will have a fully functioning computer lab dedicated to cross-cultural interaction over the internet with other schools in the United States (and ultimately, elsewhere). Our aim is to impact both students in Rwanda and the US by exposing them to people and cultures of which they would otherwise not have knowledge. By exposing them to new experiences and instilling empathy, our goal is to impact how they think about the world and encourage them to dream big and work together.

Quais são as barreiras que podem impedir o sucesso do seu projeto? Como você planeja superá-las?

The Ntenyo & Charlottesville communities are 100% behind this project, however, there are logistical issues that need to be taken into account in Rwanda: 1. We need to raise $6,000 for the 300 meters of fiber-optic cable and installation. 2. The school does not yet have electricity, but electrical poles are in the vicinity and the government has promised that it will be installed by the end of the year. If it is not installed on time, we have contacts with a solar company and a rice-husk gasification generator company (rice is now being cultivated in the area). To ensure that national grid electricity will be installed as soon as possible, we have remained in constant contact with the local government. With approximately $2,500, we have been guaranteed that electricity will be installed.

As inscrições vencedoras apresentam um plano sólido sobre como vão alcançar e acompanhar o crescimento do projeto. Identifique as metas de seis meses para aumentar seu impacto.

Have 300 meters of fiber-optic cable laid from national fiber-optic backbone to school and purchase laptops and projectors.

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os seis (6) meses

Atividade 1

Have Cyusa Mucyowiraba - Léandre Country Representative - Telecom Consultant survey land and develop the installation plan.

Atividade 2

Raise funds for 2 laptops, 2 projectors, and 300 meters of cable and installation.

Atividade 3

Install cable, purchase 2 laptops, and 2 projectors in Kigali, Rwanda.

Agora pense grande! Identifique qual seria sua meta de impacto para 12 meses

Holding regular bi-weekly sessions with Charlottesville Middle School students and University of Virginia students.

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os doze (12) meses

Atividade 1

Finalize curriculum on empathy, consciousness/self-awareness and meditation/stress management.

Atividade 2

Recruit university students for online tutoring sessions.

Atividade 3

Arrange time for student-to-student sessions and begin sessions.

História: Queremos saber mais sobre o momento de descoberta desta solução. Conte-nos a história sobre onde e quando o(s) fundador(res) vislumbrou(aram) o potencial desta solução para mudar o mundo. [125 palavras]

During the summer of 2010, Sanejo worked with the oldest students at Nteyno Primary School (P6) to create a mural about the dreams for their future. Initially the students were reserved in their dreaming, thinking only about goals that they knew were tangible for them. Together with the teachers, we encouraged the kids to start thinking bigger and once they realized that they had the power to control their future, there was no stopping them! "I want to be a doctor!", "I want to go to university!" reads the Dream Wall. Standing in the schoolyard the wall continues to be a daily reminder for the students and community members of what is possible if you work hard. The inspiration derived from the wall has inspired the community and Sanejo board members to think bigger and see how we can connect the students to the wider world before they leave school. Our goal is to further encourage our Rwandan and US students to work hard and view themselves a part of a wider, global community.

SUSTENTABILIDADE

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Por favor, explique de que forma o estabelecimento de parcerias é importante para o sucesso de sua inovação

Sanejo's primary partner is the Australian based NGO, YGAP. YGAP has been Sanejo's main funder since it's inception and we work together each year to renovate the school infrastructure, conduct teacher-trainings and inspire the students. In Charlottesville, we will partner with City of Promise-a coalition of local non-profits working with the low-income schools, including Buford Middle School, to improve learning outcomes, enrollment and graduation rates; and the University of Virginia, including the Batten School of Leadership and Public Policy, the Mindfulness Center, and Psychology Dept.

Qual o perfil da equipe (colaboradores, voluntários etc.) que vai garantir o cumprimento das metas de crescimento identificadas por você na seção ‘Impacto Social’?

The founding members of the board, and the international advisors will be key in additional fundraising for the laptops and fiber-optic installation and solar panels. A Rwandan IT company will be in charge of installing the 300 meters of fiberoptic from the backbone, and setting up the server. The teachers will be key in facilitating the online exchanges between students. The international volunteers that come each year will continue to grow the web and establish new locations with which the students can interact.

Fale mais sobre as necessidades ou ofertas que você selecionou anteriormente e/ou sugira categorias de apoio que não foram listadas

IT specialists are key to carrying out this initiative, but they are also very much in demand, and as a result are fairly costly, if Changemakers Fellows have advice about securing pro-bono IT support, that would be very helpful. In addition, though we have a number of sources for developing empathy-promoting curriculum, additional advice in this area would be very welcomed.

Project

Esta inscrição está conectada a um Projeto, onde você pode saber mais sobre seu progresso.
Vá para a página do Projeto: Conversations for Change.

Conversations for Change

Conversations for Change is an innovative idea that involves motivating students to create change to their school environment through anti-bullying activites.

Sobre Você

leia mais ↓↑ ocultar↑ ocultar

Sobre Você

Nome

Jessica

Sobrenome

Kucenski

Sobre Sua Organização

Nome da Organização

Página da organização na internet

País da organização

Estados Unidos

Países onde este projeto vem gerando impacto social

Estados Unidos , AZ, Apache Junction, Pinal County

Sua organização é

Outros

Seu papel na Educação:

Professor.

Natureza da escola na qual seu projeto está afiliado:

Pública (mensalidade gratuita)

Há quanto tempo sua organização está em operação?

Menos de um ano

INOVAÇÃO

leia mais↑ ocultar↑ ocultar

Selecione o estágio que melhor se aplica à solução

Inicial (um piloto que começou recentemente)

Há quanto tempo seu projeto está em atividade?

Implementado há menos de um ano

A necessidade: Qual é o problema que você está tentando resolver?

Too many students are bullied everyday online and at school. Too many students participate in bullying or stand idly by and do nothing. Too many students die as a result of being bullied to the point of mental anguish and exhaustion. I can't ignore the statistics, and I can't ignore the innocent lives lost. Something needs to be done. Something can be done, and it all begins with one person.

A Solução: Qual é a sua solução? Seja específico!

I teach science, which involves real-world problem solving. Students are encouraged to find real solutions to problems. Most of my students were not real-world problem solvers yet. Most of them are so wrapped up with their own lives that they are not used to thinking about others. I understand where they are coming from. Most of the students at my school are at or below the poverty line, but I wanted to create a learning environment in which they begin to think about the world in a different way. I wanted them to realize they could make a real difference in their own lives and in the process, someone else’s. I began speaking out about bullying. Every Friday, I teach a lesson on bullying and have a discussion about the impacts bullying has on the students’ lives. I call these discussions, “Conversations for Change”. I teach students about empathy, tolerance, citizenship, kindness, and compassion.

O Modelo: Demonstre através de um exemplo específico como sua solução faz a diferença; inclua suas atividades primárias

My students look forward to our “Conversations for Change” because they can express their concerns. I help them come up with solutions to these concerns while also have them think about these solutions for themselves. During one conversation, I asked a student about a website, and her explanation ended up turning into a heart-warming speech about the issues of bullying and standing up against it. Afterwards, this student said she would like to speak to the entire school so everyone can hear her words. At first, the principal didn’t seem very supportive about this idea, so I began encouraging my students to unite together to create some ways they could begin to change their school. After some students approached the assistant principal with some ideas, I spoke to her and asked if my students could create an anti-bullying program that could be kicked off with this one student speaking to the school. I received permission with enthusiasm, so things began to spread fast. We have set up a day for this student to speak to the entire school. Another student created a survey to collect statistics about the bullying that occurs at our school. The student who will be giving a speak will announce the local statistics as a way to help students understand that bullying does happen, and she is going to help students understand what they can do to stop it. I began to get so many requests to help create and join in on the anti-bullying program that I set up student committees to be in charge of specific activities. We are calling this new anti-bullying program “Cougars for Change”.

O Mercado: Quem são os seus pares e concorrentes? Identificar os outros que também estão trabalhando para solucionar as mesmas necessidades que você e o que você faz de diferente em relação a eles. Quais seriam os desafios impostos por esses concorrentes que impactariam no seu sucesso ou crescimento?

My peers and those who are for this change include other teachers, students, and parents. My main support are my students. I am encouraging administrators, teachers, and parents to get involved. My hope is to create a district-wide program where we can discuss student concerns and issues, promote a supportive environment, and inspire a change in students. While there are others who may be against bullying, I am actively trying to implement change in a tangible way. My competitors are those in the community or school who feel that bullying is simply a rite of passage to growing up. The most difficult challenge I will face is convincing people that this is something worth time, effort, energy, and resources. From what I’ve seen so far, everyone I have approached has been very supportive.

Agora que você falou sobre sua solução, ajude-nos a entendê-la melhor

Defina sua organização, programa, serviço ou produto em 1-2 frases. [140 caracteres]

Conversations for Change is designed to promote an anti-bullying mentality in schools and inspire students to change their environment.

Identifique o que é inovador na sua solução em 1-2 frases. [136 caracteres]

Conversations for Change is meant to promote student involvement and substantial change in the school environment.

IMPACTO SOCIAL

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Qual foi o impacto da sua solução até hoje?

I have witness amazing results from what my students have already accomplished. I see the enthusiasm they possess as they tell their family and friends about our new program. Students from all different social groups work together, they give each other positive and encouraging words, and they find other ways to deal with problems or disagreements instead of fighting or name-calling. In my own classes, I have less discipline issues to deal with because students have gained more respect for me and their classmates. The classroom has become a place for them to learn because they feel safe. My students have inspired the entire school to work together to create a safe learning environment for all students. I was even amazed at how their test scores increased without any extra effort. I believe that if students feel safe at school, they can learn far more than any other teaching method out there.

Qual é a sua expectativa de impacto para os próximos 1 - 3 anos?

I would like other teachers and other schools to see the results of how implementing an anti-bullying program can help all those involved in education. The anti-bullying program needs to come from students and be student-led in order to get the required results though. And I would like the other schools in this district to implement the same atmosphere of positive change and kindness. I would also like to see my students inspire other schools and districts around the state and country, so that they too can discover that something as small as kindness can have such a remarkable and everlasting change. This type of program helps students understand how much power they really possess. And that when you use it for good, it has the potential to make such a positive change to everyone.

Quais são as barreiras que podem impedir o sucesso do seu projeto? Como você planeja superá-las?

Obstacles that a program like this might face would come from people in power who might not believe that it could produce substantial enough change to the educational environment. Luckily, I have support from administrators in my school, but I do worry about receiving support from the school’s district. The school is there to serve students and parents in the community. If students work together, and if they can get their parents to be supportive, then programs like this will be very successful. Administrators and school districts need to be supportive of parents and students since that is what makes a school successful. I have received support from parents, students, administrators, and teachers. Any obstacles that a program like this will face are nothing our students can’t overcome.

As inscrições vencedoras apresentam um plano sólido sobre como vão alcançar e acompanhar o crescimento do projeto. Identifique as metas de seis meses para aumentar seu impacto.

Six month goal: To have an anti-bullying program in place at Apache Junction High School.

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os seis (6) meses

Atividade 1

Have 8th grade students come up with an anti-bullying program they can form when they become Freshmen.

Atividade 2

Have 8th grade students talk to the high school students and encourage enthusiam for a high school program.

Atividade 3

Get support from high school teachers and administrators.

Agora pense grande! Identifique qual seria sua meta de impacto para 12 meses

Twelve month goal: To have an anti-bullying program in place for all schools at Apache Junction Unified School District.

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os doze (12) meses

Atividade 1

Gather ideas from students, parents, and teachers from all over the district.

Atividade 2

Gather a group of students to speak to the school board about the idea of a district-wide anti-bullying program.

Atividade 3

Train teachers and administrators on how to implement an anti-bullying program that gets students involved.

História: Queremos saber mais sobre o momento de descoberta desta solução. Conte-nos a história sobre onde e quando o(s) fundador(res) vislumbrou(aram) o potencial desta solução para mudar o mundo. [125 palavras]

Early on in the school year, I had one student leave the school because she was being bullied. A few months later, I had another student interview me for an anti-bullying story she was writing for the school’s news blog. One question was, “What do you do when you see bullying happen?”. I answered her question, but it made me realize that I wasn’t doing enough as a teacher to stop or prevent bullying. After hearing this student’s story and how much she has had to endure throughout her young life, I felt I needed to step up and do something that would matter. After second semester started, I began to talk about bullying issues and how they can affect people in such a negative way. I talked about what students could do to create change, and how they could change their own environment. When this same student stood up and talked to her peers during one of our conversations, I realized that it was the students that needed to step up and create change.

SUSTENTABILIDADE

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Por favor, explique de que forma o estabelecimento de parcerias é importante para o sucesso de sua inovação

Our school's PTO is willing to help create any fund-raising activities that this program might need. The student council is also willing to help with any funding opportunities as well.

Qual o perfil da equipe (colaboradores, voluntários etc.) que vai garantir o cumprimento das metas de crescimento identificadas por você na seção ‘Impacto Social’?

My teams of student committees are already working very hard on reaching these milestones, but in order to achieve all goals, we need the help of parents, other teachers, and other administrators from around the district.

Fale mais sobre as necessidades ou ofertas que você selecionou anteriormente e/ou sugira categorias de apoio que não foram listadas

We need ways to spread the ideas behind our program so that others can join in and create the same learning environments. Any ideas on how to do this, or ways we can improve on our program would be very helpful.

The Global Team: Activating Empathy though Soccer

The Global Team provides youth the chance to learn, play and lead through integrating soccer and primary education to empower creative team players.

Sobre Você

Organização: the Global Team mais ↓↑ ocultar↑ ocultar

Sobre Você

Nome

Heather

Sobrenome

Turney

Sobre Sua Organização

Nome da Organização

the Global Team

Página da organização na internet

País da organização

Estados Unidos , WA, Tacoma, Pierce County

Países onde este projeto vem gerando impacto social

Haiti, OU, Leogane

Sua organização é

Outros

Seu papel na Educação:

Outros.

Natureza da escola na qual seu projeto está afiliado:

Outros

Há quanto tempo sua organização está em operação?

Menos de um ano

As informações que você fornecer aqui serão usadas para preencher todas as partes do seu perfil deixadas em branco, como interesses, informação da organização e website. Nenhuma informação do contato será tornada pública. Por favor, desmarque aqui se você não deseja que isso aconteça..

INOVAÇÃO

leia mais↑ ocultar↑ ocultar

Selecione o estágio que melhor se aplica à solução

Inicial (um piloto que começou recentemente)

Há quanto tempo seu projeto está em atividade?

Implementado há menos de um ano

A necessidade: Qual é o problema que você está tentando resolver?

Fact: There are 68 million primary school aged children who are out of school.

Due to the dual crisis in education, in terms of access and quality, millions of children miss out on the ‘golden years’, when their ability to learn is at its peak. Short-term, these children fall into the same cycle as their parents and are unable to impact their future. Long-term, lack of education steals the promise of social and economic development, of innovation and personal growth. The need and goal for global education then should be to provide basic education and teach students about the impact of their personal choices. By using education to develop teamwork, grow empathy and instill the creative-belief to lead, youth can be given the chance to understand, change and grow.

A Solução: Qual é a sua solução? Seja específico!

The Global Team seeks to address both the quality of and access to education by combining primary education with the sport of soccer. By leveraging the sport of soccer, this model empowers youth to better understand and appreciate their world by instilling a curiosity to learn, a desire to explore and the courage to make a positive difference. Through self-guided learning, the Global Team engages players in and out of the classroom by matching each classroom topic to the weekly soccer topic. Focusing on respect towards others and self, Global Team players are surrounded by engaging and creative learning environments which empower them to be the change they wish to see in themselves, their community and the world.

O Modelo: Demonstre através de um exemplo específico como sua solução faz a diferença; inclua suas atividades primárias

The Global Team matches educational themes to soccer, both in the classroom and on the field. Beginning with mentor training and focusing on self-guided discovery, community leaders are taught how to develop creative learning environments to support the Global Team curriculum and goals. The Educational Book, Soccer Workbook and Trainer Handbook curriculum set provides bi-weekly classroom and soccer sessions lasting 10 weeks per theme, culminating in the players hosting a community day to initiate desired changes and provide community education.
Example Session: •Educational Topic: The Animal Kingdom Activity: players learn about the uniqueness of animals to camouflage themselves by playing an adapted version of Hide-and-Seek •Soccer Skill: Developing Placement/Power in Sticking the Ball Worksheet: player

Example Session:
•Educational Topic: The Animal Kingdom
Activity: players learn about the uniqueness of animals to camouflage themselves by playing an adapted version of Hide-and-Seek
•Soccer Skill: Developing Placement/Power in Sticking the Ball
Worksheet: players define each role on the field and why their importance to the team
•Integrated Theme: When striking the ball, you need to understand how far the ball needs to go and where the receiving player’s going. Understanding these differences will make you a better player; as will understanding the differences of each animal class. Just like there are different soccer positions and techniques, there are different animal classes, by appreciating these differences, you will be a teammember.

O Mercado: Quem são os seus pares e concorrentes? Identificar os outros que também estão trabalhando para solucionar as mesmas necessidades que você e o que você faz de diferente em relação a eles. Quais seriam os desafios impostos por esses concorrentes que impactariam no seu sucesso ou crescimento?

Our peers and competitors are those programs who currently use soccer to promote life skills and healthy lifestyles like Right to Play and Grassroots Soccer. However, what makes the Global Team innovative is that we move beyond these skills to pair soccer with primary educational themes like math, reading and earth sciences. Instead of challenges posed, these organizations have helped advance public recognition of the power of sport, which is allowing the Global Team to move the field forward. The only challenge then is integrating the Global Team program into organizations currently using soccer and HIV/AIDS.

Agora que você falou sobre sua solução, ajude-nos a entendê-la melhor

Defina sua organização, programa, serviço ou produto em 1-2 frases. [140 caracteres]

The Global Team provides youth the chance to learn, play and lead through integrating soccer and primary education to empower youth

Identifique o que é inovador na sua solução em 1-2 frases. [136 caracteres]

Using soccer to provide primary education, the Global Team develops creative youth team players who are empowered to make change.

IMPACTO SOCIAL

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Qual foi o impacto da sua solução até hoje?

Starting in early 2012, the Global Team will begin to implement our environment curriculum in partnership with GoalsHaiti, with players finishing the season with greater awareness of their impact on the environment and their ability to create positive change, along with a strong understanding of the Earth. By using the sport of soccer as well as discussion and explorative activities, these players will gain an awareness of their actions (while developing skills like conflict resolution, leadership and teamwork) to be successful contributors to their community and their world. Concluding the season, players will host a community day to provide solutions and education to their community. GoalsHaiti currently serves 500 youth in Leogane, Haiti, indirectly affecting an additional 3,500 community members.

Qual é a sua expectativa de impacto para os próximos 1 - 3 anos?

We project that our impact will grow tremendously in the coming years. Currently, we are progressing towards implementing our curriculum in additional communities within Haiti, expanding to include communities in Kenya within the next year. Our partners, who work in four to five communities per county, will allow the Global Team to empower local leaders, while reaching approximately 100-200 youth per community. Overall, we estimate that within the next 18 months we will expand our reach from 500 to 2000 - 4000 youth, with endless future possibilities as we continue to develop partnerships in communities around the world. Due to the universal love of the sport and the global right to education, our model has unlimited growth constrained only by resource capacity.

Quais são as barreiras que podem impedir o sucesso do seu projeto? Como você planeja superá-las?

The biggest barrier to the success of our program is the need for additional funding to grow our leadership team. Currently, our team comprises of our Founder: Heather Turney, who develops curriculums/materials while managing partnership development, fund raising and social media outreach in addition to overseeing our volunteer Editor, Graphic Designer and Technical Advisor. As we continue to develop partnerships and funding opportunities, the goal is to grow this role into a full-time Executive Director position in the next 6 months and expand our volunteer staff. By completing this goal, the Global Team will be better positioned to grow impact. This will be achieved through additional funding sources and the finalization of partnerships.

As inscrições vencedoras apresentam um plano sólido sobre como vão alcançar e acompanhar o crescimento do projeto. Identifique as metas de seis meses para aumentar seu impacto.

To complete developing partnerships and expand program into new communities in Haiti and Kenya

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os seis (6) meses

Atividade 1

Continue partnership development and outreach to organizations in Haiti and Kenya

Atividade 2

Transition Founder into full-time Executive Director position and grow volunteer staff

Atividade 3

Finalize program development in new communities and training materials for Global Team Leaders

Agora pense grande! Identifique qual seria sua meta de impacto para 12 meses

Complete final versions of math and grammar curriculums while expanding global impact

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os doze (12) meses

Atividade 1

Train 300 mentors in Global Team communities and provide education to 4000 youth.

Atividade 2

Complete and finish development of ‘Adding and Subtracting’ and ‘Spelling and Grammar Basics’ curriculums

Atividade 3

Expand program reach to communities in and around current programming

História: Queremos saber mais sobre o momento de descoberta desta solução. Conte-nos a história sobre onde e quando o(s) fundador(res) vislumbrou(aram) o potencial desta solução para mudar o mundo. [125 palavras]

Having coached youth soccer, our Founder has always been tuned into the power of soccer to engage youth. After spending a year in South Korea, where students were often left unengaged, exhibiting a lack of creativity due to a model of rote memorization, she did something unthinkable – took the students to the gym during math class. By using games and activities, the kids not only were more excited to learn, but they learned quicker and were better ‘teammates’ to their fellow students. After starting an after-school soccer program, she began to integrate basic educational topics onto the field and “Aha”, the seed which developed into Global Team was planted. From there it has developed into our mission statement and goals for universal education through soccer.

SUSTENTABILIDADE

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Por favor, explique de que forma o estabelecimento de parcerias é importante para o sucesso de sua inovação

Current: GoalsHaiti a nonprofit in Haiti is currently implementing the Global Team's Environmental Curriculum in their community. (250 youth)
Developing: The developing partnership between the Global Team, Village Volunteers and Kick It WIth Kenya will provide communities in Kenya and potentially Ethiopia/Ghana with the Global Team Leadership Training, local Coaching Training and the Train the Leader program. The Leaders will return to their communities to implement the 10 week Global Team Curriculum. (600 youth/location)

Qual o perfil da equipe (colaboradores, voluntários etc.) que vai garantir o cumprimento das metas de crescimento identificadas por você na seção ‘Impacto Social’?

Our efforts are supported by our Founder, Heather Turney, who has over 6 years experience in education and youth soccer, our Technical Advisor, volunteer Editor and volunteer Graphic Designer. Under the direction of our Founder and guidance of our Technical Advisor, our team is committed to growth of our mission and believes in the power of soccer and education to change the lives of youth.

Fale mais sobre as necessidades ou ofertas que você selecionou anteriormente e/ou sugira categorias de apoio que não foram listadas

To continue building our impact further investment, added human resources and continued collaboration is needed. In order to support fellow innovators, our team has a strong media background with a highly analytical research focus.

c3 Conference

The conference brings together the best & bright to develop ideas in entrepreneurship and social change around the world

Sobre Você

Organização: c3 Conference mais ↓↑ ocultar↑ ocultar

Background Information

Nome

Alim

Sobrenome

Maherali

The competition is only open to people between 18-34 years-old and resident in UK, Ireland, Sweden, Denmark or the Netherlands. Does this apply to you

Country of residence of entrepreneur

UK

Tell us about your personal background. Why are you passionate about this issue? Making an idea a reality takes innovation, dedication and strong leadership. Do you have the necessary entrepreneurial skills to realize your vision?

Alim Maherali is the President and Founder of ACI. He has a passion for entrepreneurship and has been working with start-ups companies since 2004. Alim holds an Honours Bachelor of Business Administration (BBA) from Wilfrid Laurier University and an Honours Bachelor of Mathematics (BMath) from the University of Waterloo . He also completed a post graduate certificate in project management and has earned his Project Management Professional (PMP) designation. Alim is currently with WIND Mobile and is the author of a success and motivation blog called Alim's Insights & Quotes (Alim's IQ) at www.alimconsulting.com/iq. Alim is the visionary behind the c3 conference and is managing the overall project.

Sobre Sua Organização

Nome da Organização

c3 Conference

Página da organização na internet

País da organização

Canadá, ON, Markham

Países onde este projeto vem gerando impacto social

Canadá, ON, Waterloo

Sua organização é

OSCIP/ONG

As informações que você fornecer aqui serão usadas para preencher todas as partes do seu perfil deixadas em branco, como interesses, informação da organização e website. Nenhuma informação do contato será tornada pública. Por favor, desmarque aqui se você não deseja que isso aconteça..

INOVAÇÃO

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A necessidade: Qual é o problema que você está tentando resolver?

the c3 Conference is bringing together high-engergy, high potential students to solve probelms in various areas ranging from social change, academic research and traditional business entrepreneturship. We are solving the problem of starting a intiatives that can change the world by bring together the people who can make it happen.

A Solução: Qual é a sua solução? Seja específico!

The vision of the conference is to encourage students from WLU and UW to collaborate on building infrastructure that helps them and future students develop new skills and competencies in innovative ways. Unlike other existing groups or conferences, this conference is not just about entrepreneurship, it's about collaboration! Collaboration is key in just about everything: academic exploration, new venture creation, social change, you name it. We want to help develop critical skills that will help participants reach their full capabilities.

O Modelo: Demonstre através de um exemplo específico como sua solução faz a diferença; inclua suas atividades primárias

The vision of the conference is to encourage students from WLU and UW to collaborate on building infrastructure that helps them and future students develop new skills and competencies in innovative ways. Unlike other existing groups or conferences, this conference is not just about entrepreneurship, it's about collaboration! Collaboration is key in just about everything: academic exploration, new venture creation, social change, you name it. We want to help develop critical skills that will help participants reach their full capabilities. The ideas are formed during the breakout session and the teams continue to build their ideas after the conference ends.

O Mercado: Quem são os seus pares e concorrentes? Identificar os outros que também estão trabalhando para solucionar as mesmas necessidades que você e o que você faz de diferente em relação a eles. Quais seriam os desafios impostos por esses concorrentes que impactariam no seu sucesso ou crescimento?

Unlike other existing groups or conferences, this conference is not just about entrepreneurship, it's about collaboration! Collaboration is key in just about everything: academic exploration, new venture creation, social change, you name it. We want to help develop critical skills that will help participants reach their full capabilities.

Select the stage that best applies to your business

Implementado há menos de um ano

IMPACTO SOCIAL

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What is the social impact you have had to date and how you measure it?

over 100 people have been inspired to attend and work with the conference in its first year. Going foward our sponsorship team is raising funds to sponsor new initiatves including those for social change. We measure success by the number of attendees, the feedback from their surveys.

What barriers might hinder the success of your business? How do you plan to overcome them?

Funding. We have created a sponsorship team to work and let us grow!

SUSTENTABILIDADE

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How does your model address financial, social, and environmental sustainability?

Financial, social and environmental sustainbiity is exactly what the conferences addresses in its speaker and breakout sessions. T

Whether its academic research, social change or business entrepreneurship, we give participants the network and skills to take on initiatives that will add value to the world.

Awareness & learning

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How do you see social entrepreneurship contributing to the improvement of developing countries?

By bringing together high energy, high potential students to work on social change initiatives we want to cross pollinate ideas and entrepreneurship passion from Canada to the rest of the world

What aspects of your stay in Uganda as part of the competition do you think you will find most challenging and rewarding?

The culture will both be a challenge and a reward to appreciate and understand.

The Ophelia Project

The Ophelia Project serves youth and adults who are affected by relational and other non-physical forms of aggression by providing them with a unique combination of tools, strategies and solutions.

Projeto Purpurina - GPH

GPH: aproximando os pais de seus filhos LGBTs.
Projeto Purpurina: o amor vence.

Sobre Você

Organização: GPH mais ↓↑ ocultar↑ ocultar

Sobre Você

Nome

Edith

Sobrenome

Modesto

Sobre Sua Organização

Nome da Organização

GPH

Página da organização na internet

País da organização

Brasil, SP, Sao Paulo

Países onde este projeto vem gerando impacto social

Brasil, SP, Sao Paulo

Sua organização é

OSCIP/ONG

Há quanto tempo sua organização está em operação?

Mais de 5 anos

A organização recebeu algum prêmio ou reconhecimento público? Por favor, conte-nos mais detalhes

1. Homenagem da Comissão de Defesa dos Direitos da Pessoa Humana, da Cidadania, da Participação e das Questões Sociais da Assembleia Legislativa do Estado de São Paulo, em junho de 2011.
2. 11º Prêmio Cidadania em Respeito à Diversidade em reconhecimento à promoção dos direitos humanos e inclusão social, assim como no combate à discriminação, da Associação da Parada do Orgulho Gay de São Paulo, em 24 de junho de 2011.
3. Prêmio do Programa de Ação Cultural - ProAC, em outubro de 2011.

Referências – Por favor, forneça duas referências junto com uma minibiografia, para cada uma, em um máximo de duas linhas cada, endereço de e-mail e telefone de cada uma.

Sr. Diego Vale de Medeiros, defensor público do Estado de SP e coordenador do Núcleo Especializado da Infância e Juventude. dmedeiros@defensoria.sp.gov.br. Fone: 11 3101-0155, ramal 222.

Dra. Maria Clara Gianna
Diretora técnica do Centro de Referência e Treinamento DST/Aids. Coordenadora do Programa DST-Aids. Coordenadora do Controle de Doenças da Secretaria do Estado da Saúde - SP. mariaclara@crt.saude.sp.gov.br. Fone: 11 5087-9911

As informações que você fornecer aqui serão usadas para preencher todas as partes do seu perfil deixadas em branco, como interesses, informação da organização e website. Nenhuma informação do contato será tornada pública. Por favor, desmarque aqui se você não deseja que isso aconteça..

INOVAÇÃO

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Selecione o estágio que melhor se aplica à solução

Expandindo (o próximo passo é aumentar o impacto em escala local ou mesmo global)

Há quanto tempo está em funcionamento?

Em execução por mais de 5 anos

Qual(is) item(ns) abaixo descreve(m) melhor a(s) barreira(s) que sua inovação soluciona? Escolha até dois itens.

Transparência, Equidade.

A necessidade: Qual é o problema que você está tentando resolver?

O aumento da taxa de incidência de HIV (infecção pelo vírus de imunodeficiência adquirida) e DSTs entre os jovens LGBTs.

A Solução: Qual é a sua solução? Seja específico!

O GPH, através do Projeto Purpurina, específico para jovens, tem comprovado a crença de pesquisadores na íntima relação existente entre "a saúde psicológica, a homofobia e o risco das DSTs e HIV". No projeto, os jovens se sentem seguros e confiantes para falar entre si sobre o que pensam e defendem ou rejeitam, com sinceridade. Assim, torna-se evidente que os jovens LGBTs deixam de usar o preservativo por uma "pulsão de morte" (inconsciênte), resultante da rejeição doméstica, escolar e social que sofrem. Desse modo, melhorar a baixa autoestima e a depressão, sentindo-se acolhidos e respeitados como são, é um caminho possível e eficaz para ajudar a conter a explosão juvenil do HIV. A tendência inconsciente desses jovens de correr riscos concretiza-se com vários tipos de ações e expressa-se através de várias crenças, que vem sendo pesquisadas no Projeto Purpurina, um trabalho baseado no "protagonismo juvenil monitorado".

O Modelo: Demonstre através de um exemplo específico como sua solução faz a diferença; inclua suas atividades primárias

Um exemplo recorrente no Projeto Purpurina é o de jovens LGBTs que tentam o suicídio. Esses jovens chegam ao projeto deprimidos e com autoestima muito baixa. Lá encontram seus iguais, jovens que passam por dificuldades semelhantes, fazem amigos, têm a oportunidade de conversar entre iguais sobre vários aspectos de suas vidas, adquirem conhecimento sobre assuntos importantes para a comunidade LGBT, incluindo informações sobre prevenção de DSTs e HIV. Após frequentarem os encontros do projeto (quinzenais), eles aumentam a responsabilidade de cooperação e divisão do trabalho e adquirem esperança de um futuro de sucesso profissional e privado, como qualquer jovem da idade deles. Os resultados desse processo são: aumento da autoestima; aproximação dos familiares, aumento da capacidade de socialização e troca; aumento da capacidade de lidar com a competição e da capacidade de enfrentar adversidades; aumento da segurança e da motivação por verem um trabalho bem feito valorizado; aumento da segurança e do cuidado consigo mesmo. Todos esses efeitos contribuem para que o jovem não se exponha a situações de risco e de contágio por DSTs e infecção por HIV.

O Mercado: Quem são os seus pares e concorrentes? Identificar os outros que também estão trabalhando para solucionar as mesmas necessidades que você e o que você faz de diferente em relação a eles. Quais seriam os desafios impostos por esses concorrentes que impactariam no seu sucesso ou crescimento?

Na verdade, não há nenhum projeto que trabalhe com jovens LGBTs da mesma maneira que o Projeto Purpurina. Há projetos que trabalham com o incentivo do uso de preservativo e/ou disponibilizam os exames de HIV, ou ainda levantam os dados numéricos da epidemia. Entretanto, esses projetos não podem ser considerados pares ou concorrentes do Purpurina, que trabalha complementarmente a eles, como por exemplo com os projetos do CRT (Centro de Referência e Treinamento DST/Aids, da secretaria de Estado da Saúde - SP).

IMPACTO SOCIAL

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História: Queremos saber mais sobre o momento de descoberta desta solução. Conte-nos um pouco a história sobre onde e quando o(s) fundador(res) vislumbrou(aram) o potencial desta solução para mudar o mundo:

Como coordenadora do GPH (Grupo de Pais de Homossexuais, ONG que trabalha para aproximar pais de seus filhos LGBTs), comecei a receber centenas de mensagens e telefonemas de jovens por mês pedindo ajuda. Esses pedidos eram dos mais variados tipos: jovens que haviam sido expulsos de casa e estavam na rua, jovens que haviam sido ameaçados na escola, jovens que estavam em difícil processo de autoaceitação, etc. Percebendo que essa população era muito carente de atenção e acolhimento, principalmente no que toca à elevação de sua autoestima, iniciamos o Projeto Purpurina. Assim, nos encontros quinzenais, o projeto colabora direta e indiretamente para a educação, inclusive sexual, e para o fortalecimento e promoção dos direitos humandos dos jovens inseridos dentro de grupos minoritários, como são os jovens LGBTs.

Descreva a meta da sua iniciativa; fale sobre o que você está tentando alcançar.

Nossa meta é aumentar a autoestima dos jovens LGBTs para que eles sejam agentes de mudança, promovendo a prevenção de DSTs/Aids e tendo a possibilidade de ser felizes, tornando-se cidadãos plenos.

Qual foi o impacto da sua solução até hoje?

O impacto se revela não somente pelo número de jovens já atendidos, nem pelo número cada vez maior de frequentadores dos encontros, mas, principalmente, pelo projeto ter se tornado uma referência internacional na luta contra essa nova "onda" de infecção pelo HIV. No segundo semestre de 2011, o Instituto de Psicologia da USP, na figura de nossa parceira, Dra. Vera Paiva, nos encaminhou pesquisadoras chinesas da Fundação Ford de Pequim e um pesquisador americano da Universidade de Chicago, que irão desenvolver estudos baseados na experiência brasileira do Projeto Purpurina.

Qual é a sua expectativa de impacto para os próximos 5 anos?

O Projeto Purpurina já está se expandindo para outras cidades brasileiras, como Curitiba, Florianópolis e São Luís (MA). Nossa expectaviva é a de que, nos próximos cinco anos, tenhamos encontros quinzenais em várias cidades brasileiras, nos moldes do projeto desenvolvido em São Paulo.

Quais são as barreiras que podem impedir o sucesso do seu projeto? Como você planeja superá-las?

A única barreira que poderia impedir o prosseguimento do projeto seria a falta de verbas, como aconteceu em 2011. Tentamos superar a dificuldade recorrendo à contribuições dos pais que fazem parte do GPH e, ao mesmo tempo, tentando angariar recursos públicos, sem sucesso.

As inscrições vencedoras apresentam um plano sólido sobre como vão alcançar e acompanhar o crescimento do projeto. Identifique as metas de seis meses para aumentar seu impacto.

Conseguir verba para novas ações que percebemos serem necessárias (acompanhamento psicológico, psiquiátrico e endocrinológico)

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os seis (6) meses

Atividade 1

Capacitar mais psicólogos, psiquiatras e endocrinologistas para tralharem em parceria conosco.

Atividade 2

Buscar um local maior para as atividades do projeto.

Atividade 3

Buscar apoio financeiro de entidades governamentais ou privadas.

Agora pense grande! Identifique qual seria sua meta de impacto para 12 meses

Conseguir verba para novas ações que percebemos serem necessárias (acompanhamento psicológico, psiquiátrico e endocrinológico)

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os doze (12) meses

Atividade 1

Capacitar mais assistentes sociais, psicólogos, psiquiatras e endocrinologistas para tralharem em parceria conosco.

Atividade 2

Buscar um local maior para as atividades do projeto.

Atividade 3

Buscar apoio financeiro de entidades governamentais ou privadas.

SUSTENTABILIDADE

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Por favor, explique de que forma o estabelecimento de parcerias é importante para o sucesso de sua inovação

As parcerias são importantíssimas e imprescindíveis para o sucesso do projeto. Atualmente, temos parcerias com as secretarias estaduais da Saúde e da Justiça e com a prefeitura do Município de São Paulo.

Atualmente você planeja atender outros locais, mercados e populações específicas com sua inovação? Se sim, onde e por quê?

Como já comentado, o projeto está se expandindo para Curitiba, Florianópolis e São Luís do MA e esperamos que possa atender ainda outras cidades no futuro.

Que tipo de ambiente operacional e fatores da organização interna ajudarão o projeto a ser bem sucedido?

O protagonismo juvenil monitorado, realmente, foi o recurso que garantiu o sucesso desse empreendimento. Um fator operacional que ajudaria em muito a continuação do trabalho seria termos um espaço próprio.

Fale mais sobre as necessidades ou ofertas que você selecionou anteriormente e/ou sugira categorias de apoio que não foram listadas

A grande necessidade dos jovens LGBTs atualmente é uma "casa de passagem" para os jovens que são expulsos de casa, que atenda as especificidades desse público enquanto o GPH trabalha com a família.

KO2 Dirtbiking for Life

Dirtbiking for Life; giving kids a fighting chance to succeed

Sobre Você

Organização: KO2 Adventures Community Interest Company mais ↓↑ ocultar↑ ocultar

Background Information

Nome

Alison

Sobrenome

Lowndes

The competition is only open to people between 18-34 years-old and resident in UK, Ireland, Sweden, Denmark or the Netherlands. Does this apply to you

Country of residence of entrepreneur

Tell us about your personal background. Why are you passionate about this issue? Making an idea a reality takes innovation, dedication and strong leadership. Do you have the necessary entrepreneurial skills to realize your vision?

I certainly do - but pleeeeeeease don't penalize me for being 41. I've been running an online-administrated global volunteering charity since 2006, operating in Kenya and various other places around the world and needed an income so wanted to help my own community as well those in developing countries. I wanted to help the kids struggling at home, in the classroom, getting thrown out of school and wanted to set up a new fun, innovative form of education that would empower young people to succeed.

Sobre Sua Organização

Nome da Organização

KO2 Adventures Community Interest Company

Página da organização na internet

País da organização

Reuno Unido, NYK, Harrogate

Países onde este projeto vem gerando impacto social

Reuno Unido, NYK, Ha

Sua organização é

OSCIP/ONG

As informações que você fornecer aqui serão usadas para preencher todas as partes do seu perfil deixadas em branco, como interesses, informação da organização e website. Nenhuma informação do contato será tornada pública. Por favor, desmarque aqui se você não deseja que isso aconteça..

INOVAÇÃO

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A necessidade: Qual é o problema que você está tentando resolver?

We will provide innovative solutions to re-engage disadvantaged disillusioned youth back into education and training. Using a new legal format of a Community Interest Company I can empower yongsterss to become socially responsible and assist others to succeed as well as themselves, ultimately reducing the billions in crime-related economic costs, and social costs.

A Solução: Qual é a sua solução? Seja específico!

Working on site with a brand new specialist BESD* school KO2 will offer an alternative route to education and employment for students with additional learning needs, students at risk of exclusion from mainstream education, kinesthetic learners, or those already Not in Education Employment or Training (NEET). We provide a higher level of care for 'at risk' young people, dealing with behavioural issues, confidence issues and helping our students to achieve qualifications with the aim of re-integration back into mainstream education.
* behavioural, emotional and social difficulties.
KO2 uses fun, exciting technology alongside zero-emission electric dirtbikes and practical training.

O Modelo: Demonstre através de um exemplo específico como sua solução faz a diferença; inclua suas atividades primárias

The emergence of ‘social networking’ has revolutionized young peoples relationships with computers; young people’s chosen method of communication, aside from mobile phones. KO2 capitalizes on this by facilitating learning through a familiar, preferred medium of communication. As a Youth Work tool the software encourages disclosure of information that young people may otherwise be reluctant or unable to communicate face to face. Its use can show emotional and mental development essential to our young people, catering for dyslexia and other learning difficulties and allowing individuals to communicate with ease.

Youngsters arrive with us each morning and log-in to the system. Here they'll fill out a section called My Life which begins by asking them straight forward questions like "How are you feeling today" - they'll be clicking answer boxes like "I'm ok", "I'm tired" etc. This uploads to an overall behaviour management system, linked with attendance, monitoring and a full PQASSO quality system to provide evidence of the impact and value of our work. Briefing then takes place in the open plan reception area. Activities are divided between workshops on bike maintenance, workshops on basic electrical engineering, dirt track time, lunch and the overarching Life Routes scheme which accredits the youngsters via 3 key skills:
Working with others
Improving own learning and performance
Problem solving

We work from the Life Routes’ practical resources - both online and offline - and take an innovative flexible approach designed around the individual group. Accreditation is based on the Life Routes scheme. Life skills are particularly important for vulnerable young people with behavioural or emotional difficulties, especially those who may have experienced traumatic life events and are less resilient with fewer coping strategies.
We have a quiet room available for any down-time or one-to-one work with specialist counselors who work with us on a voluntary basis.

At the end of each session students upload a journal of their activities. The website software is extremely user-friendly, meaning negligible training required. All learning evidence is then accessed by the accreditors with full secure ePortal access to all stakeholders.

O Mercado: Quem são os seus pares e concorrentes? Identificar os outros que também estão trabalhando para solucionar as mesmas necessidades que você e o que você faz de diferente em relação a eles. Quais seriam os desafios impostos por esses concorrentes que impactariam no seu sucesso ou crescimento?

We currently have no direct competition in the area. There is an urban site 40 minutes away offering motorbike lessons in Leeds and a school using dirtbikes privately to re-engage students but no one is using electric dirtbikes combined with developmental components. Using electric dirtbikes alone provides career opportunities for each student, in electrical engineering, green transport and environmental solutions. Promoting the aims of The Big Society, giving our community more power to help others and themselves, to develop social enterprise and prove that support saves money and works better than the Criminal Justice System and gives us the social edge to demand corporate investment, as well as selling core activities to the struggling youth services.

Select the stage that best applies to your business

Implementado há menos de um ano

IMPACTO SOCIAL

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What is the social impact you have had to date and how you measure it?

We are in startup but plan on accessing 40 students per week from schools and developing their self-confidence, bringing them round to learning again and assisting them in gaining accreditation. We are also working with the Job Centre to provide volunteering and possible apprenticeships through the UK govt Youth Contract, as well as supported by the Police, Fire Service and Army.
There is a wealth of data evidencing the impact of early intervention and targeted support and the economic value it brings. Reports estimated that a young person in the criminal justice system costs the taxpayer over £200,000 by the age of 16, but one who is given support costs less than £50,000. [‘Tired of Hanging Around’ Audit commission 2009.] That means we can reduce anti-social behaviour costs by 75%.

What barriers might hinder the success of your business? How do you plan to overcome them?

Over capacity will initially be a problem as we can only start with 5 staff, and 8 bikes, meaning a max of 40 young people a week. We also will have a significant amount of training to do for each young person joining us from the Job Centre. We want to be as inclusive as possible but CRB checks and Child Protection mean extensive screening must take place which, while important, can also deter those who need the services from joining us.

SUSTENTABILIDADE

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How does your model address financial, social, and environmental sustainability?

We are promoting the use of green technology and teaching the younger generation about zero-emission technology. Involving youth makes a great impact on strengthening democracy. Investment in youth engagement can bring benefits to councils, local areas and young people. Volunteering also plays a significant role in developing the self-confidence and skills of young people and KO2 intends to - in fact needs to - incorporate volunteering to operate efficiently. Youngsters and adults immediately improve their own employability on realising they can influence decision making, take some control and improve their local situation, while gaining the skills required for work and adult life.
Our work is essential in re-engaging young people at risk of becoming NEET (Not in education, employment or training) and supporting them back into learning and training. The average individual lifetime public finance cost of a NEET young person is estimated as £56,300, which equates to almost £12 billion across all NEETs. [NYCC CYPP 2008-11]
Physical & ’hands on’ activities have been proved (through many studies/reports) to keep boys more engaged, concentrated and focused. Research into the role of sport and leisure activities in helping prevent anti-social behaviour concludes that long-term impact would only be achieved by combining these activities with ‘developmental components’ supporting young people to change their behaviour.

Awareness & learning

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How do you see social entrepreneurship contributing to the improvement of developing countries?

I have been running a volunteering charity since 2006, administrated purely online, working in Kenya and the Brazilian Amazon and the ingenuity of resource-poor individuals in low-income, impoverished areas is incredible. I've personally become so much more innovative due to the need to become resourceful, efficient and effective. My work in developing countries will be introduced to each of the young people we'll be working with in KO2 as development education is key to understanding perspective. Empowerment to control your own future, to have a stake in your own future is key to development. Enabling others to help themselves via sustainable development WILL enable Africa and other areas to skip many of the pitfalls developed countries have fallen into eg industrial revolution. Mobile internet and green energy are just a couple of the advantages that developing countries have as well as a heightened understanding of resourcefulness.

What aspects of your stay in Uganda as part of the competition do you think you will find most challenging and rewarding?

All my work has been in Kenya since 2006 - it will be good to understand how their neighbours live though there will of course be similarities. I look forward to seeing the gorillas!

Project

Esta inscrição está conectada a um Projeto, onde você pode saber mais sobre seu progresso.
Vá para a página do Projeto: Teach India Project.

Teach India Project

Teach India Project offers programming solutions to teachers and parents for teaching responsible and empathic global citizenship to school aged children.

Sobre Você

Organização: Teach India Project mais ↓↑ ocultar↑ ocultar

Sobre Você

Nome

Vinita

Sobrenome

Shah

Sobre Sua Organização

Nome da Organização

Teach India Project

Página da organização na internet

País da organização

Estados Unidos , MA, Burlington, Middlesex County

Países onde este projeto vem gerando impacto social

Estados Unidos , XX, Burlington

Sua organização é

ONG/OSC

Seu papel na Educação:

Pais, Outros.

Natureza da escola na qual seu projeto está afiliado:

Outros

Há quanto tempo sua organização está em operação?

Entre 1 e 5 anos

As informações que você fornecer aqui serão usadas para preencher todas as partes do seu perfil deixadas em branco, como interesses, informação da organização e website. Nenhuma informação do contato será tornada pública. Por favor, desmarque aqui se você não deseja que isso aconteça..

INOVAÇÃO

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Selecione o estágio que melhor se aplica à solução

Crescimento (seu piloto está em andamento e começa a se expandir)

Há quanto tempo seu projeto está em atividade?

Em execução entre 1 e 5 anos

A necessidade: Qual é o problema que você está tentando resolver?

The starting point of our project was the need to teach children cross cultural skills. We live in an area with a high concentration of people originally from India. The school experience for children was characterized by tension and bad feelings between children and between parents and schools. Administrators of the town’s school district, which consists of four elementary schools, one middle school and one high school, initiated a series of meetings between parents and teachers to discuss the problem. Teachers and parents wanted to teach children about India as a means to explore another culture but there were no lessons to be found. The Teach India Project exists to fill this need for lessons for grades K-12, not only in our town but by using the internet, around the globe.

A Solução: Qual é a sua solução? Seja específico!

A group of parents volunteered with the school district over the course of two years to develop Teaching Kits for Kindergarten to 5th grade. These Teaching Kits were about how cultures are interconnected. This group of parents went on to incorporate the Teach India Project in 2007, using the things they had learned while working with the schools and teachers.

Our solution is to prepare ready to use lessons for grades K-12: we add pre-screened supporting interactive web-based resources, books and activities; package them into lesson units, connect them to curriculum standards and distribute them for free through the internet on our website www.teachindiaproject.org

We publish an online Newsletter through which we tell subscribers about lessons on our website. Our subscribers include teachers and parents from over 40 countries. Last year we gave a Professional Development Award to support teachers’ work-study tour to further their understanding of another culture.

O Modelo: Demonstre através de um exemplo específico como sua solução faz a diferença; inclua suas atividades primárias

Teach India Project is a virtual organization and a large part of our work is online and internet based. We track the impact of our activities through website metrics, the number of websites that cite us as a resource and anecdotal evidence and comments that users of our website and Newsletter send us.

The following are some recent website metrics and indicators of the impact of our work. For example, in January 2012, on average, every day 300 unique people visited our website. Visitors to the website downloaded more than 5000 ‘pdf’ documents from the website and some of these documents had ten or more pages. There are more than 850 subscribers to our Newsletter. These subscribers are parents and teachers and they are in more than 40 countries.

We are listed as a resource on several university websites such as the University of Wisconsin – Madison, University of Pennsylvania and the University of Virginia; as a resource on websites of several school district; as a resource on the websites of public television networks in two States.

These are some comments and feedback offered by teachers: “I'm a visitor and fan of your family stories page. I made use of your resources for this year's summer school curriculum.” (August 2011)
“Thank you very much for this helpful tip. This is worth a million dollar. Thank you very much once again.” Educator from a school in a tribal district in Nagaland, India (May 2011)
"I found your wonderful website and wanted to say thank you!" (October 2010)
“I am so happy I found your site” (February 2011)

O Mercado: Quem são os seus pares e concorrentes? Identificar os outros que também estão trabalhando para solucionar as mesmas necessidades que você e o que você faz de diferente em relação a eles. Quais seriam os desafios impostos por esses concorrentes que impactariam no seu sucesso ou crescimento?

We have two local competitors and peers: Both are non-profits like us. One is well established with an expensive subscription based business model. Recently they began offering lessons about India. They have established relationships with local school districts, and experience with content about China. The other organization has religious based lessons about India. Our focus is India, the context is secular, and our materials are free.

To identify our online competitors we examined the online offerings of 77 providers of lessons for global studies in K-12 classrooms and found that lessons about India are scarce. We have potential for growth.

Our local competitors challenge us as we all appeal to the same people and organizations for donations, funding or professional work.

Agora que você falou sobre sua solução, ajude-nos a entendê-la melhor

Defina sua organização, programa, serviço ou produto em 1-2 frases. [140 caracteres]

Teach India Project offers programming solutions to teachers and parents for teaching responsible and empathic global citizenship.

Identifique o que é inovador na sua solução em 1-2 frases. [136 caracteres]

Our solutions are online, mostly free, secular, out-of-the box ready and link to some of the best educational resources on the internet.

IMPACTO SOCIAL

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Qual foi o impacto da sua solução até hoje?

We are offering a practical solution to the problem of a lack of cross cultural lessons for children. Our lessons feature India and are for school aged children. Having developed a solution we see a steady increase in the use of the materials on our website. For example, in January 2012, on average, 300 people visited the website every day. They read things and downloaded more than 5000 files many of which had ten or more pages. There were upwards of 80,000 hits on the website.
We are listed as a resource for area studies and for teachers on several university websites such as the University of Wisconsin – Madison, University of Pennsylvania and the University of Virginia, and as a resource on several school district websites.
Our educational Newsletter has more than 850 subscribers in over 40 countries. About half of the subscribers are teachers. We receive appreciative email and feedback from website visitors and subscribers rarely unsubscribe from our online Newsletter.

Qual é a sua expectativa de impacto para os próximos 1 - 3 anos?

The Teach India Project would increase its impact by increasing the number of users of the website – the number of visitors and what they do when they are on the website. Increased impact through increase in the number of teachers (both in-school and at-home) visiting the website and engaging with ‘action oriented’ content – so content is viewed longer, content is downloaded, and the Newsletter is read by more users. We would also want to engage with teachers more directly through professional development programs of different kinds.

We plan to change the business model for the Teach India Project. We hope to offer a searchable database of teaching resources to paying subscribers such as schools. They could also obtain Teaching Kits and other printed materials from us.

Quais são as barreiras que podem impedir o sucesso do seu projeto? Como você planeja superá-las?

Lack of funding, technology and compelling content would hinder our success.

Funding: The solution is to find people to share the mission. We need to grow and strengthen the Board. We need to draft a viable business plan.

Technology planning: Our website was developed by volunteers with no formal training in software programming. We need to hire or be guided by technology experts to create a website that supports all the features required by paying subscribers. We are looking to perhaps partner with a college to present this website as a training opportunity.

Compelling content: Content has to be relevant to teachers and parents. We are working with a curriculum expert to review the lessons on our website, and their alignment with curriculum standards.

As inscrições vencedoras apresentam um plano sólido sobre como vão alcançar e acompanhar o crescimento do projeto. Identifique as metas de seis meses para aumentar seu impacto.

The goal in the next half year is to build support, by presenting our story to as many potential supporters as possible.

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os seis (6) meses

Atividade 1

Prepare presentation materials such as power point presentation with talking points and information letters to be mailed

Atividade 2

Prepare lists of potential advisors, Board members and donors, by name and contact points and seek meetings and interviews.

Atividade 3

Prepare cost estimates for improving website technology, elearning solutions and content creation

Agora pense grande! Identifique qual seria sua meta de impacto para 12 meses

Teachers from all 50 US states subscribe to Newsletter, 1000 average daily website visitors, a professional development award.

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os doze (12) meses

Atividade 1

Recruit five new Board members

Atividade 2

Get sponsorships for the website so as to have funds to improve and market the website and Newsletter

Atividade 3

Get sponsorships for the Professional Development Award

História: Queremos saber mais sobre o momento de descoberta desta solução. Conte-nos a história sobre onde e quando o(s) fundador(res) vislumbrou(aram) o potencial desta solução para mudar o mundo. [125 palavras]

In 2005 I started a study group for 5 to 7 year old children from five families. Local Indian cultural schools had a narrow religious focus and we wanted something different for our children. Around the same time administrators of the town’s school district of four elementary, one middle school and one high school, initiated a series of meetings between parents and teachers to discuss sharp ethnic and racial divides in the student body.

I met teachers and curriculum developers from my school district who wanted to include India in their Global Studies program to address sharp ethnic and racial divides in the student body. Both the educators and I had the same problem: a conspicuous absence of curriculum about India for cross cultural understandings. I decided to address the issue by creating curriculum resources and making them widely available. The internet offered a low cost option to do this. In March 2007 I incorporated the Teach India Project and started the website.

SUSTENTABILIDADE

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Por favor, explique de que forma o estabelecimento de parcerias é importante para o sucesso de sua inovação

Currently we do not have any partnerships in place.
These are potential partnerships that we have outlined:
For teacher travel we hope to partner with a travel and tour operator in India who has had much success in guiding collge aged students from the US to India for special interest tours.
For testing curriculum we hope to partner with two local school districts in Massachusetts so that teachers might use our lessons and kits and provide feedback on the same.
We will also partner with local community groups to increase outreach to parents who are our other group of users.

Qual o perfil da equipe (colaboradores, voluntários etc.) que vai garantir o cumprimento das metas de crescimento identificadas por você na seção ‘Impacto Social’?

We need to hire a staff person to coordinate support activities. Other than that we need people skilled in fundraising, online marketing, information technology and website development, eLearning and curriculum experts. Some of these can be volunteers and we can probably hire contractors for other more technical software programming work. For guidance we need experienced business people who can assist with strategic planning to join the Board. We will need legal and fiscal advice as well. We will continue to rely on volunteers to contribute their time and efforts as they do currently.

Fale mais sobre as necessidades ou ofertas que você selecionou anteriormente e/ou sugira categorias de apoio que não foram listadas

At the Teach India Project we are just past the ‘proof of concept’ stage and are convinced that we have a solution that is relevant. We need to figure out how to scale-up – to create a viable organization and we need to find people who will help us do this. Given the nature of our organization and our work we need the help of people who are familiar with the internet and the non-profit worlds.

Crime Prevention in Nepal

www.visionnepal.net

Sobre Você

Organização: Vision Nepal mais ↓↑ ocultar↑ ocultar

Sobre Você

Nome

Arun

Sobrenome

Budhathoki

Sobre Sua Organização

Nome da Organização

Vision Nepal

Página da organização na internet

País da organização

Nepal, BA

Países onde este projeto vem gerando impacto social

Nepal, BA, Lalitpur

Sua organização é

OSCIP/ONG

Há quanto tempo sua organização está em operação?

Mais de 5 anos

A organização recebeu algum prêmio ou reconhecimento público? Por favor, conte-nos mais detalhes

We've been known worldwide.

Referências – Por favor, forneça duas referências junto com uma minibiografia, para cada uma, em um máximo de duas linhas cada, endereço de e-mail e telefone de cada uma.

Raj Kumar Rai: He founded Vision Nepal. himalayaloesje@gmail.com
Hilda Paul: Editor. She's been editing and writing for Vision Nepal since more than five years.
vision2nepal@gmail.com

As informações que você fornecer aqui serão usadas para preencher todas as partes do seu perfil deixadas em branco, como interesses, informação da organização e website. Nenhuma informação do contato será tornada pública. Por favor, desmarque aqui se você não deseja que isso aconteça..

INOVAÇÃO

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Selecione o estágio que melhor se aplica à solução

Inicial (um piloto que começou recentemente)

Há quanto tempo está em funcionamento?

Ainda na fase de ideia, mas você deseja lançá-lo em breve

Qual(is) item(ns) abaixo descreve(m) melhor a(s) barreira(s) que sua inovação soluciona? Escolha até dois itens.

Acesso, Custo, Transparência, Qualidade, Equidade.

A necessidade: Qual é o problema que você está tentando resolver?

Vision Nepal has been working for physically challenged people and now yearns to fight for those who are victimized for no apparent reasons. Children and youths often are abused both domestic and in general life. Vision Nepal wants to protect them.

A Solução: Qual é a sua solução? Seja específico!

Set up a forum to gather youngsters and counsel them too. We'd like to work together with other organizations, police, lawmakers and even parliament.

O Modelo: Demonstre através de um exemplo específico como sua solução faz a diferença; inclua suas atividades primárias

First, we'll gather information and research and then we'll do the necessary task.

O Mercado: Quem são os seus pares e concorrentes? Identificar os outros que também estão trabalhando para solucionar as mesmas necessidades que você e o que você faz de diferente em relação a eles. Quais seriam os desafios impostos por esses concorrentes que impactariam no seu sucesso ou crescimento?

The challenge posers are either parents or perpetrators. We'd like to tackle them in various manners.

IMPACTO SOCIAL

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História: Queremos saber mais sobre o momento de descoberta desta solução. Conte-nos um pouco a história sobre onde e quando o(s) fundador(res) vislumbrou(aram) o potencial desta solução para mudar o mundo:

In Nepal the plight of children and youths are sad. The Founder realized that this should be changed.

Descreva a meta da sua iniciativa; fale sobre o que você está tentando alcançar.

We're trying to make their future bright.

Qual foi o impacto da sua solução até hoje?

Due to many constraints we've not been able to achieve our targets.

Qual é a sua expectativa de impacto para os próximos 5 anos?

If supported we're sure to succeed in five years.

Quais são as barreiras que podem impedir o sucesso do seu projeto? Como você planeja superá-las?

Various interference might hinder but we shall overcome.

As inscrições vencedoras apresentam um plano sólido sobre como vão alcançar e acompanhar o crescimento do projeto. Identifique as metas de seis meses para aumentar seu impacto.

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os seis (6) meses

Atividade 1

Set up the Plan

Atividade 2

Research/Co-ordinate

Atividade 3

Launch

Agora pense grande! Identifique qual seria sua meta de impacto para 12 meses

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os doze (12) meses

Atividade 1

Initiate the program

Atividade 2

Spread the movement

Atividade 3

Make impact

SUSTENTABILIDADE

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Por favor, explique de que forma o estabelecimento de parcerias é importante para o sucesso de sua inovação

We've been supported by generous givers.

Atualmente você planeja atender outros locais, mercados e populações específicas com sua inovação? Se sim, onde e por quê?

Not now. If we succeed, we shall across Nepal.

Que tipo de ambiente operacional e fatores da organização interna ajudarão o projeto a ser bem sucedido?

Talented and educated and of course motivated.

Fale mais sobre as necessidades ou ofertas que você selecionou anteriormente e/ou sugira categorias de apoio que não foram listadas

We need you.

The Brilliant Club

The simple, scalable and sustainable way we widen access to top universities; place PhD students as tutors in challenging urban schools

Sobre Você

Organização: The Brilliant Club mais ↓↑ ocultar↑ ocultar

Background Information

Nome

Jonathan

Sobrenome

Sobczyk

The competition is only open to people between 18-34 years-old and resident in UK, Ireland, Sweden, Denmark or the Netherlands. Does this apply to you

Country of residence of entrepreneur

Tell us about your personal background. Why are you passionate about this issue? Making an idea a reality takes innovation, dedication and strong leadership. Do you have the necessary entrepreneurial skills to realize your vision?

26 year old teacher/farmer/social-entrepreneur.

Having completed a degree in Philosophy, Politics and Economics I joined the highly competitive graduate scheme Teach First and was dropped right in at the deep end, teaching in a challenging East London school - hands down the best/hardest/most-stressful/rewarding thing I've ever done. Completing the two year programme I took a job on a farm that works with young people at risk of social exclusion, getting them out of their environments down to Wiltshire for some intensive farming, family and therapy - the outcomes where incredible. Inspired by the difference social enterprise can have, I came back to London to set up my own one, The Brilliant Club. I wanted to address my single biggest frustration from my time in the classroom and widen access to top universities for children from low income backgrounds. The UK has one of the lowest rates of social mobility and university access is a significant contributing factor to this. So with the simple, scalable and sustainable model of recruiting and placing PhD students in schools serving low participation communities to deliver university-style teaching to high performing pupils I am now working hard to achieve our mission of an education system in which young people from disadvantaged backgrounds are proportionately represented at highly selective universities.

That's me.

Sobre Sua Organização

Nome da Organização

The Brilliant Club

Página da organização na internet

País da organização

Reuno Unido

Países onde este projeto vem gerando impacto social

Reuno Unido, London

Sua organização é

OSCIP/ONG

As informações que você fornecer aqui serão usadas para preencher todas as partes do seu perfil deixadas em branco, como interesses, informação da organização e website. Nenhuma informação do contato será tornada pública. Por favor, desmarque aqui se você não deseja que isso aconteça..

INOVAÇÃO

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A necessidade: Qual é o problema que você está tentando resolver?

We aim to break the link between parental income and university access forever.

1 in 2 privately educated children will secure a place at one of the UK's 30 most selective universities compared to 1 in 5 children from non-selective state schools. Only 1 in 50 children eligible for free school meals will achieve the same feat.

We believe these statistics to be unfair, unjust and representative of an education system that is arguably defective. The UK has one of the lowest levels of social mobility in Europe, therefore widening access to university for disadvantaged young people is a matter of justice and an economic imperative.

Our vision is an education system in which young people from disadvantaged backgrounds are proportionately represented at highly selective universities.

A Solução: Qual é a sua solução? Seja específico!

In order to achieve this vision we offer a simple, scalable and sustainable idea that is already having demonstrable success; we recruit, train and place PhD students to deliver programmes of university-style tutorials to small groups of high performing pupils attending schools that serve low participation communities. This provides pupils with on-going support that has a core focus on developing skills and raising attainment, and is designed to translate academic potential into places at the very best universities. As well as the opportunity to take part in tailored programmes at each Key Stage, The Brilliant Club also provides a programme of age-appropriate information, advice and guidance that helps pupils to make informed choices about university. We also offer support with the UCAS application process, and raise aspirations through trips to highly selective universities.

O Modelo: Demonstre através de um exemplo específico como sua solução faz a diferença; inclua suas atividades primárias

PROGRAMMES: Our programmes emulate teaching and learning at highly selective universities. PhD students deliver university-style tutorials to small groups of high performing pupils, developing critical thinking and communication skills. Between the tutorials, pupils undertake reading and writing assignments that develop effective research skills and academic writing skills, and promote independent learning. The programme starts with a launch trip where pupils are introduced to their tutor and then take part in a carousel of learning activities. For the next four weeks the tutor spends one day a week in school, delivering back-to-back seventy minute tutorials to groups of no more than six pupils. Building on the work that they do in tutorials, pupils work independently to produce a 2500 word extended essay with an original argument.

MODEL: We plan to connect schools and universities through a deep, embedded partnership structure that sees ‘Partner Schools’ commit to running at least one Brilliant Club programme at each Key Stage, with ‘Partner Universities’ helping us to recruit, train and place their PhD students to work as tutors in schools within their regional cluster.

For the academic year 2011/12 we now have a total of 36 confirmed bookings for secondary school programmes, bringing in expected revenues of over £60,000, and a total of 6 confirmed bookings for a primary school pilot, bringing in expected revenues of over £10,000. We have surpassed 90% of our projected capacity for the year and are now working to develop new partnerships for the future.

Over the next five years we project that we will work with over 15,000 pupils from schools serving low participation communities, including more than 3,000 who are eligible for free school meals. By the end of 2014 we plan to have developed a partnership structure whereby 4 London regions have clusters that connect a total of 60 Partner Schools with 4 highly selective Partner Universities.

We have set out eight performance measures and our key targets are that, of all year 13 pupils completing a programme in 2014, 80% will apply to a highly selective university, 70% will achieve at least grades ABB at A-Level, and 55% will go on to study at a highly selective university.

Clear evidence of demand from schools, and an understanding of costs and prices that is informed by programmes delivered to date, together give us confidence that our operational model is commercially sound. It is a stated priority of The Brilliant Club to build a stable and financially sustainable organisation, setting out a realistic path to sustainability over the next three to five years. In order to achieve this we plan that revenue from trading will cover the organisation’s core costs, including staff costs, within three to five years.

Our base case financial forecasts show the organisation breaking even by the end of year 3, at this point incurring a maximum deficit carried forward of £75,955. In years 4 and 5 we generate annual surpluses of £12,100 and £39,570 respectively, giving a cumulative deficit of £24,285 over the five year period.

O Mercado: Quem são os seus pares e concorrentes? Identificar os outros que também estão trabalhando para solucionar as mesmas necessidades que você e o que você faz de diferente em relação a eles. Quais seriam os desafios impostos por esses concorrentes que impactariam no seu sucesso ou crescimento?

Similar Organisations: HEAPS, Into University, Sutton Trust Summer Schools, Pure Potential, Social Mobility Foundation, Access Project.

What makes us unique:

• We are the only non-university organisation that systematically recruits, trains and places PhD students to work in schools.
• Our programmes address all of the key barriers to higher education as identified by The Sutton Trust: Attainment, Aspirations, Advice and Applications.
• Our programmes are targeted: we work exclusively with pupils who have demonstrated the potential to secure a place at a highly selective university.
• The tutorial learning environment, and the passion and expertise that PhD students bring to it, ensure a core focus on raising attainment and developing academic skills.

Select the stage that best applies to your business

Implementado há menos de um ano

IMPACTO SOCIAL

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What is the social impact you have had to date and how you measure it?

Within six months we had completed pilot programmes with year 9 and year 11 pupils at London Academy, as well as with year 12 participants on the Higher Education Access Programme for Schools. In each case we received excellent results and feedback: over the course of the year 11 programme, the number of pupils working towards 5 A*-A grades increased from 3/19 at the start to 12/19 at the end, with 15/19 going on to achieve at least 5 A*-As in their GCSE results. In response to the statement ‘I would like to take part in The Brilliant Club again’ we received average results of 10/10 (year 9), 9.5/10 (year 11) and 9.7/10 (year 12).

From this we have had have significant demand from many schools across London and will be placing over 50 PhD students in to 25 schools by the end of August.

What barriers might hinder the success of your business? How do you plan to overcome them?

1. PhD students do not routinely deliver excellent teaching and learning: To prevent this we have put three key processes in place (selection/training/support), each of which being specifically designed to meet the differing needs of our primary school tutors and secondary school tutors.

The cost of the programme is too high for schools: In order for us to become financially sustainable, our operational model relies on schools paying for our programmes. To ensure that our programmes are priced at a feasible level for schools we have consulted with Head Teachers and set our prices at a level that they deemed appropriate.

SUSTENTABILIDADE

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How does your model address financial, social, and environmental sustainability?

Our commitment to financial, social and environmental stability is demonstrated in our key priorities:

• Build a stable organisation that is financially sustainable and generates significant revenues.
• Constantly develop and evaluate programmes to ensure that we maximise our impact.
• Create and maintain relationships with a total of 59 target London schools.
• Create and maintain relationships with 4 Partner Universities, helping us recruit, train and place their PhD students.
• Develop effective recruitment channels across London universities.
• Run pilot programmes that connect schools and universities in at least 2 other regions of the UK and make preparations to expand our operations across the country.
• Ensure we adhere to a strict environmental policy that promotes sustainability (for example, enforce our no petrol expenses policy)

In addition to this, our financial forecasts make a concerted effort to ensure that assumptions are based upon clear evidence of demand, that costs and prices are informed by programmes we have already delivered and that projections are at the conservative end of the spectrum. Our base scenario shows the organisation breaking even by the end of year 3, at this point incurring a maximum deficit carried forward of £75,955. In years 4 and 5 we generate annual surpluses of £12,100 and £39,570 respectively, giving a cumulative deficit of £24,285 over the five year period.

Awareness & learning

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How do you see social entrepreneurship contributing to the improvement of developing countries?

I am fortunate enough to have worked for the award winning social enterprise PEAS (Promoting Equality in African Schools) that build sustainable secondary schools in East Africa and have witnessed first-hand the contribution social enterprise can make in developing countries.

Every single PEAS school covers its own running costs through low fees, government subsidies and Income Generating Activities. Even the costs of the central PEAS Uganda audit and educational inspection teams are funded from excess revenues from their schools.

Too many charities create dependency on donor funding and PEAS show how much further money can go when it multiplies rather than undermines the energies of local communities.

It is through innovative sustainable business models like this that empower local communities that I believe social enterprise can contribute most to the improvement of developing countries.

What aspects of your stay in Uganda as part of the competition do you think you will find most challenging and rewarding?

My work in the UK is largely focused in an education system that exists but I believe is defective and unjust. It will be very interesting to explore education provision in Uganda and discuss the challenges with the young farmers we meet and our host families, where for the vast majority of teenagers there simply is not any provision of secondary education, which presents a whole new level of comparative injustice.

I am also extremely interested in exploring the idea of social enterprise in a different context. In the UK we are fortunate enough to have been supported by large organisations like Teach First. However, it will very interesting and most certainly productive to look at how social enterprise can have a sustained impact in an environment where resources and support networks may not be as established as they are in the UK.

Koran Beta

Localização

Jakarta
Indonésia
6° 14' 16.2348" S, 106° 50' 8.052" E

Koran Beta is children-led newspaper dedicated to introducing human right issues to children, while advocating tolerance and respect for others in the context of Indonesian cultural and religion diversity.

Activate Empathy Through Online Counseling and Mentorship

Student online resource center that provides socio-emotional support and academic mentorship

Sobre Você

leia mais ↓↑ ocultar↑ ocultar

Sobre Você

Nome

Cecile

Sobrenome

Lorenzana

Sobre Sua Organização

Nome da Organização

Página da organização na internet

País da organização

Estados Unidos

Países onde este projeto vem gerando impacto social

Estados Unidos , CA, Orange County

Sua organização é

Outros

Seu papel na Educação:

Pais.

Natureza da escola na qual seu projeto está afiliado:

Pública (mensalidade gratuita)

Há quanto tempo sua organização está em operação?

Selecione todas as opções válidas

As informações que você fornecer aqui serão usadas para preencher todas as partes do seu perfil deixadas em branco, como interesses, informação da organização e website. Nenhuma informação do contato será tornada pública. Por favor, desmarque aqui se você não deseja que isso aconteça..

INOVAÇÃO

leia mais↑ ocultar↑ ocultar

Selecione o estágio que melhor se aplica à solução

Ideia (você está para lançar)

Há quanto tempo seu projeto está em atividade?

Ainda na fase de ideia, mas você deseja lançá-lo em breve

A necessidade: Qual é o problema que você está tentando resolver?

Students going through personal crisis (problems with family, friends, school) often do not have enough and available free resources to turn to for emotional support, practical information, and advice. Although schools provide limited counseling, students often only turn to these counselors for academic guidance. Students rarely go to school counselor for personal problems for several reasons. Also, students do not normally seek professional help because of the associated costs, for fear of being labeled as "crazy", and for fear of the possible consequences (ie. being taken away from his family). Students who have no friends end up feeling isolated, depressed, angry, unwanted, and lost. These students often end up dropping out of schools, turning to drugs, committing crimes and suicide.

A Solução: Qual é a sua solução? Seja específico!

a student resource center/website, that is made available within school websites and school district websites, that will provide an ongoing (24/7) socio-emotional and academic support system among students

O Modelo: Demonstre através de um exemplo específico como sua solução faz a diferença; inclua suas atividades primárias

- Provide an ongoing (24/7) online socio-emotional support system among students
- Enable a student to seek immediate emotional support via real-time chat with another student who is available online, and also enable the “listening” student to empathize with the other student (“Help!” portion of the website)
- Match students by language and personality type, which would allow for a more effective communication and collaboration, and at the same time self-knowledge and self-awareness (“Who Am I” portion of the website)
- Post questions and answers anonymously in the “I Need Advice” portion of the website
- Enable a student to seek student mentors on different course subjects (e.g., “Learning Zone” portion of the website is where students can post questions and answers in Math, English, Science, History, etc.)
- Enable students to be aware of and share information on what is going on in their local schools and communities (“News” portion of the website)
- automatic filter and removal of unpleasant and vulgar posts before being published on the website to avoid negativity and to stay focused in the purpose of the website

O Mercado: Quem são os seus pares e concorrentes? Identificar os outros que também estão trabalhando para solucionar as mesmas necessidades que você e o que você faz de diferente em relação a eles. Quais seriam os desafios impostos por esses concorrentes que impactariam no seu sucesso ou crescimento?

This project will require the cooperation of schools and school districts, as well as awareness among students of the existence of the website.

Agora que você falou sobre sua solução, ajude-nos a entendê-la melhor

Defina sua organização, programa, serviço ou produto em 1-2 frases. [140 caracteres]

An online student resource center for socio-emotional support and academic assistance

Identifique o que é inovador na sua solução em 1-2 frases. [136 caracteres]

This oneline support system will be available 24/7 and allows for anonimity and privacy, as well as student connections and networking.

IMPACTO SOCIAL

leia mais↑ ocultar↑ ocultar

Qual foi o impacto da sua solução até hoje?

Qual é a sua expectativa de impacto para os próximos 1 - 3 anos?

Help students build self-esteem and better and stronger relationships with their families and others; facilitate positive academic, socio-emotional and behavioral outcome; prevent violence and illegal activities

Quais são as barreiras que podem impedir o sucesso do seu projeto? Como você planeja superá-las?

Lack of awareness, usage, and funding are potential barriers to our success. We plan to overcome them by putting website links in school websites and school district websites, tracking user registrations, usage and activities, and enlisting qualified volunteers to maintain the website.

As inscrições vencedoras apresentam um plano sólido sobre como vão alcançar e acompanhar o crescimento do projeto. Identifique as metas de seis meses para aumentar seu impacto.

Launch the online resource center and advertise its existence and availability.

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os seis (6) meses

Atividade 1

Completion of the online resource center and enable it to track user registrations, usage, and activities.

Atividade 2

Create partnerships with schools and school districts in order to make this project available in their websites.

Atividade 3

Increase awareness among students of the existence of this online resource center

Agora pense grande! Identifique qual seria sua meta de impacto para 12 meses

Expand the online resource center to other school districts within two counties in Southern California.

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os doze (12) meses

Atividade 1

Create partnerships with other schools and school districts in Orange County and LA County.

Atividade 2

Continued enhancements and improvements to the online resource center.

Atividade 3

Get donations and qualified volunteers to assist in the maintenance of the online resource center.

História: Queremos saber mais sobre o momento de descoberta desta solução. Conte-nos a história sobre onde e quando o(s) fundador(res) vislumbrou(aram) o potencial desta solução para mudar o mundo. [125 palavras]

I'm an only child and never really had friends or family to turn to for emotional support. At the age of 42, I found my "best friend" to be a paid psychotherapist to help me through my issues. Now my daughter is going through the same thing, and i found out about this the hard way. As close as I thought she and I were, I realized that there are just some things she will not bring to me for advice for fear of being judged and/or punished. And because of the stigma about seeing therapists (being labeled by others as "crazy") and counselors ("troubled student"), resources for socio-emotional support become even more scarce. Just a few days ago, I almost lost my daughter to death. She is a wonderful daughter and an A-student, and never projected any sign of depression. I had no idea she was going through so much emotional turmoil, I was blindsided. I know I can get professional help for her, but what if it had been too late for her?

SUSTENTABILIDADE

leia mais↑ ocultar↑ ocultar

Por favor, explique de que forma o estabelecimento de parcerias é importante para o sucesso de sua inovação

Partnerships with schools and school districts

Qual o perfil da equipe (colaboradores, voluntários etc.) que vai garantir o cumprimento das metas de crescimento identificadas por você na seção ‘Impacto Social’?

Volunteers with some experience in web development.
Volunteers who can do some public relations in order to form partnerships with schools and school districts.

Fale mais sobre as necessidades ou ofertas que você selecionou anteriormente e/ou sugira categorias de apoio que não foram listadas

The Youth Leadership Peace Summit at Ashokan

The Youth Leadership Peace Summit: engaging students to positively effect change in school culture that values belonging, community and dignity for all.

Sobre Você

Organização: Ashokan Center mais ↓↑ ocultar↑ ocultar

Sobre Você

Nome

Wayne

Sobrenome

Turner

Sobre Sua Organização

Nome da Organização

Ashokan Center

Página da organização na internet

País da organização

Estados Unidos , NY, Olivebridge, Ulster County

Países onde este projeto vem gerando impacto social

Estados Unidos , NY, New York, Ulster County

Sua organização é

ONG/OSC

Seu papel na Educação:

Administrador, Professor.

Natureza da escola na qual seu projeto está afiliado:

Pública (mensalidade gratuita)

Há quanto tempo sua organização está em operação?

Mais de 5 anos

As informações que você fornecer aqui serão usadas para preencher todas as partes do seu perfil deixadas em branco, como interesses, informação da organização e website. Nenhuma informação do contato será tornada pública. Por favor, desmarque aqui se você não deseja que isso aconteça..

INOVAÇÃO

leia mais↑ ocultar↑ ocultar

Selecione o estágio que melhor se aplica à solução

Ideia (você está para lançar)

Há quanto tempo seu projeto está em atividade?

Ainda na fase de ideia, mas você deseja lançá-lo em breve

A necessidade: Qual é o problema que você está tentando resolver?

There is an ever-increasing incidence of student-bullying in schools. Mounting research indicates that victims of in-school bullying are prone to missing school to avoid being bullied and in the extreme are significantly more likely to consider, attempt or commit suicide. In NY State, the recent Dignity for All Students Act mandates all schools to address bullying and bias-based harassment beginning in the 2012/2013 school year. To comply, many schools are developing "anti-bullying" initiatives unwittingly rooted in fear, coercion and discipline delivered by administrators. This top-down power tactic risks negatively reinforcing and exemplifying the very behavior at issue. Schools need approaches to “bully-prevention” grounded in positive, empathic and student-led commitment.

A Solução: Qual é a sua solução? Seja específico!

A year-long project engaging high school students in a peer-focused bully-prevention program: the Youth Leadership Peace Summit. Student peer groups representing NY's rural, suburban and urban (including NYC) populations, will convene with a day (in October) of interactive and experiential learning centered on foundational skills of empathy education: the art of listening, group problem solving, and peer program planning. Participants will form home groups to engage in a facilitated dialogue on bullying including cyber-bullying. Each home group will develop Dignity for All action plans to be implemented in their schools. Throughout the school year, project leaders will work with each home group to strengthen connections made with and between students, facilitate action plan adoption and provide advanced leadership training. Groups will reconvene (in May) for a continuation of the Peace Summit to share progress in bully-prevention and to co-envision the expansion of this work.

O Modelo: Demonstre através de um exemplo específico como sua solução faz a diferença; inclua suas atividades primárias

The Peace Summit marks an opportunity to view the issue of bullying from the unique perspective of students and stands in stark contrast to many anti-bullying initiatives implemented by schools which rely on disciplinary and punitive measures. The Peace Summit will be a “clearing house” for positive idea generation, collaboration, and student-led action aimed at addressing bully-prevention. The year-long program will increase student understanding of empathy: acceptance, tolerance and mediation through initiatives devoted to perceptual diversity, mindfulness, compassionate decision making and high-level listening. Leadership training, communication experiences, empathy dialogue explorations and action planning sessions scaffolded throughout the year will enable participants (members of existing student peer groups) to effect culture change within schools necessary to create safe schools free of bullying and harassment. Layered into the Peace Summit are purposeful connections between diverse communities of students. Using new knowledge and skills, the Peace Summit participants will develop comprehensive Dignity for All action plans which will support students in providing meaningful lessons to their peers and to model empathy and understanding for all. A product of the Peace Summit will be strategies and tactics transferable within schools (one class to the next) and between schools (expansion). Building this concept into the design from the outset ensures that positive bully-prevention programs take root and the culture created can be sustained.

O Mercado: Quem são os seus pares e concorrentes? Identificar os outros que também estão trabalhando para solucionar as mesmas necessidades que você e o que você faz de diferente em relação a eles. Quais seriam os desafios impostos por esses concorrentes que impactariam no seu sucesso ou crescimento?

Yale’s Model UN, The Anti-Defamation League's A World of Difference social justice framework, and Princeton’s Peer Leadership Model, represent three organizations working to address needs similar to those of the Youth Leadership Peace Summit. Competition risks diluting the inherent power generated in a growing network of schools that participate in the annual Peace Summit. While many similar agencies seek to develop student peer groups, the Peace Summit works with established peer programs to teach advanced leadership skills, enable students to develop unique action plans, facilitate cross-pollination among schools and enable schools to comply with the Dignity for All Students Act.

Agora que você falou sobre sua solução, ajude-nos a entendê-la melhor

Defina sua organização, programa, serviço ou produto em 1-2 frases. [140 caracteres]

The Peace Summit is a unique leadership program designed to inspire action in young people to make schools safer and bully free.

Identifique o que é inovador na sua solução em 1-2 frases. [136 caracteres]

Students, not adults, will create, own and implement Dignity for All action plans within their schools.

IMPACTO SOCIAL

leia mais↑ ocultar↑ ocultar

Qual foi o impacto da sua solução até hoje?

At the heart of the Youth Leadership Peace Summit is peer training: student to student. David A. Levine, now with the Ashokan Center, has developed and led peer training programs with students in public and independent schools for decades. His work has fostered successful and lasting bully-prevention programs, peer tutoring, mentoring and mediation initiatives, leadership training models, and coalition building. The impact of these efforts has led to the creation of safer and more inclusive school communities. Multiplying the reach of his experience and proven strategies for building “schools of belonging,” David has authored and co-authored numerous books including The Peer Partners Handbook (with Jerry Kreitzer). The Ashokan Center has long been a site of educational programs for students, adults, families and professionals. A hallmark of its work is using nature, history and the arts to create experiences that build and strengthen the notion and meaning of community.

Qual é a sua expectativa de impacto para os próximos 1 - 3 anos?

Envisioned as an annual experience, the Youth Leadership Peace Summit is designed to effect deep culture change within schools. In its pilot year, the Peace Summit will work with peer groups from eight schools representing rural, suburban and urban populations in NY. Each year, new students from participating schools, mentored by previous participants, will be invited to participate in a Peace Summit, deepening the understanding and expectation of bully-free schools. The reach of the Peace Summit in future years is anticipated to extend to schools in other states. The ultimate vision is to create a nationally replicable model to eliminate bullying in schools. As a companion to the student-focused Peace Summit, Ashokan will begin offering Peace Summits for Teachers in future years.

Quais são as barreiras que podem impedir o sucesso do seu projeto? Como você planeja superá-las?

Developing, implementing, and sustaining an initiative that will lead to profound, positive culture change within schools requires substantial investment. Staffing, transportation and program space represent the major expenditure areas of the Peace Summit. Securing pilot funding for the inaugural Peace Summit is a crucial priority and presents a substantial obstacle to achieving the early and intended impacts of positive, deep culture change within schools. Proposals are being furnished to potential funders including state agencies, private foundations and individuals who share an interest in bully prevention. With measurable and recognizable results in bully prevention observed in participating schools, subsequent Peace Summits will be directly funded from participating schools.

As inscrições vencedoras apresentam um plano sólido sobre como vão alcançar e acompanhar o crescimento do projeto. Identifique as metas de seis meses para aumentar seu impacto.

Peer groups from 8 schools implementing Dignity for All action plans to reduce/eliminate bullying within each school.

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os seis (6) meses

Atividade 1

Train 8 existing peer groups to enact relevant and sustainable bully-prevention-tolerance initiatives within their school.

Atividade 2

Sustain peer groups' action plan implementation with on-going support from Peace Summit project team.

Atividade 3

Reconvene each peer group after 6 months to share and celebrate program successes/challenges and envision program expansion.

Agora pense grande! Identifique qual seria sua meta de impacto para 12 meses

Second Youth Leadership Peace Summit to include new students from the original 8 schools and students from 8 new schools.

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os doze (12) meses

Atividade 1

Build alliance and support system between Peace Summit project team and participating schools and between participating schools.

Atividade 2

Recruit 8 new schools through existing peer groups to participate in Peace Summit II through targeted marketing efforts.

Atividade 3

Develop evaluative methods to measure results of the Peace Summit on bully prevention in participating schools.

História: Queremos saber mais sobre o momento de descoberta desta solução. Conte-nos a história sobre onde e quando o(s) fundador(res) vislumbrou(aram) o potencial desta solução para mudar o mundo. [125 palavras]

In 1985, David A. Levine, was conducting a student leadership training. The session stemmed from a feeling of disconnection and isolation shared by many students in the school. Its goal was to create a peer plan to build unity and belonging among the students. While running a team building experience, David realized how powerful student engagement could be to schools and communities. The Peace Summit is based on the understanding that young people can change the world when granted certain opportunities:
• to speak and be listened to
• to be taught leadership and life skills
• to allow their empathic musings to be given voice
• to learn how to create action plans
• to be supported in a desire to make a difference with peers

SUSTENTABILIDADE

leia mais↑ ocultar↑ ocultar

Por favor, explique de que forma o estabelecimento de parcerias é importante para o sucesso de sua inovação

Still in its infancy, the Youth Leadership Peace Summit is actively seeking funding and programmatic partners.

Qual o perfil da equipe (colaboradores, voluntários etc.) que vai garantir o cumprimento das metas de crescimento identificadas por você na seção ‘Impacto Social’?

The Peace Summit will be led by professional educators experienced in peer leadership, group dynamics, bully prevention, action planning and mentoring.

Fale mais sobre as necessidades ou ofertas que você selecionou anteriormente e/ou sugira categorias de apoio que não foram listadas

Ashokan is a "share-ware" institution. We pride ourselves on lending talent to other programs and projects and are eager to collaborate with other organizations. A resource that Ashokan possesses that can be useful to others and not listed is "facilities." Ashokan has programmatic, lodging and dining space for 120 people in an inspiring natural setting.

Interfaith Youth Camp

Localização

Yogyakarta
Indonésia
7° 47' 27.9276" S, 110° 22' 21.9504" E

Interfaith Youth Camp is facilitating people-to-people contact among youth leaders, particularly from university/ college religious organizations. To erase religion-related stereotyping, the youth are immersed in village live-in program, where they learn about local wisdom about respect for others as well as for the environment. 

WhyTry Program

"The WhyTry Program was created to provide simple, hands-on solutions for:
Dropout prevention
Violence prevention
Drug and alcohol prevention
Truancy reduction
Failure reduction
Anti-bullying worksheets"

The Global Class

Mothering Across Continents: "Adopting Dreams. Raising Tomorrow's Leaders."

Sobre Você

Organização: Mothering Across Continents mais ↓↑ ocultar↑ ocultar

Sobre Você

Nome

Elizabeth

Sobrenome

Peacock

Sobre Sua Organização

Nome da Organização

Mothering Across Continents

Página da organização na internet

País da organização

Estados Unidos , NC, Charlotte, Mecklenburg County

Países onde este projeto vem gerando impacto social

Estados Unidos , NC, Charlotte, NC and Atlanta, GA, Mecklenburg County

Sua organização é

ONG/OSC

Seu papel na Educação:

Outros.

Natureza da escola na qual seu projeto está afiliado:

Pública (mensalidade gratuita)

Há quanto tempo sua organização está em operação?

Entre 1 e 5 anos

As informações que você fornecer aqui serão usadas para preencher todas as partes do seu perfil deixadas em branco, como interesses, informação da organização e website. Nenhuma informação do contato será tornada pública. Por favor, desmarque aqui se você não deseja que isso aconteça..

INOVAÇÃO

leia mais↑ ocultar↑ ocultar

Selecione o estágio que melhor se aplica à solução

Crescimento (seu piloto está em andamento e começa a se expandir)

Há quanto tempo seu projeto está em atividade?

Implementado há menos de um ano

A necessidade: Qual é o problema que você está tentando resolver?

Today’s youth are increasingly called to be global citizen leaders and more interested than ever by international issues and opportunities to be changemakers. Research shows that teachers, parents and youth benefit greatly on the occasions that such projects provide opportunities to personally connect with the issues and people affected. Well managed learning and service project experiences leave students feeling connected as humans and empowered as changemakers. However, the same research shows that teachers, parents and students are frustrated by expectations that they raise funds for projects without a very personal understanding of the need they are supposed to address or the satisfaction of seeing if the funds they have raised result in a direct, positive global social impact.

A Solução: Qual é a sua solução? Seja específico!

The Global Class is an innovative youth education and leadership development program focused on high schools. The program uses a unique three-part model of “KNOWLEDGE, CONNECTION, ACTION” that raises and accelerates understanding of global issues and provides students with coaching to take collective and collaborative action in their cities.

KNOWLEDGE occurs through a Resource Guide about five global issues that makes it easy for high school teachers to integrate lessons into curricula.

CONNECTION occurs through a dedicated online platform where teachers and students can retrieve up-to-date materials, discuss issues, debate and brainstorm.

ACTION involves an ambitious challenge project by which students interact with individuals and communities that have been personally affected by conflict, lack of water, poverty and hunger and then raise funds to change the situation through a specific international project where the impact of their funds can be seen and measured.

O Modelo: Demonstre através de um exemplo específico como sua solução faz a diferença; inclua suas atividades primárias

In the 2011-12 school year, The Global Class participants include 400 high school student leaders working on a challenge project and 2,000 students learning about related global issues in their classrooms.

A central element of their experience stems from MAC’s adaptation of a philosophy that NPR’s Story Corps calls, “Listening is an Act of Love.” Through assemblies, small groups and individual discussions, students learn by listening to people from other parts of the world share stories, challenges and dreams for the future. They are asked along the way, “Why should you care?” Through The Global Class, students have been learning about the physical and emotional journeys of former Lost Boys of Sudan who live in the students’ communities. Nearly 30,000 grew up in refugee camps. Through The Global Class, students have met former Lost Boys and been free to ask questions about what it feels like to leave your family, know years later that most of them have been killed, work hard to create a new life in a foreign land, and still hold out hope for the future of a place that hurt you.

A specific example of the model at work lies with Independence High School (IHS) in Charlotte, NC. This year, with support from The Global Class, the IHS Academy of International Studies is devoting a learning unit within each grade level to one of five global issues featured in The Global Class Resource Guide. Student leaders are showing videos about global water issues at the school and organizing assemblies and events with a goal of registering 500 participants for a 5K for clean water.

O Mercado: Quem são os seus pares e concorrentes? Identificar os outros que também estão trabalhando para solucionar as mesmas necessidades que você e o que você faz de diferente em relação a eles. Quais seriam os desafios impostos por esses concorrentes que impactariam no seu sucesso ou crescimento?

Invisible Children, New Global Citizens and Building Tomorrow, for example, are organizations with very thoughtful frameworks for students that provide opportunities to support international development projects. However, these groups are not structured to tailor global issues education to an individual school’s needs or provide local, frequent hands-on support.

NAIS Challenge 20/20 and One World Youth Project provide educators with an opportunity to connect across cultures and countries, but classes often struggle with how to engage with specific development projects over time.

Several teachers have remarked, "It can be very stressful trying to help these students make change. You make it easy for us to run a complex serving learning program without being burdened.”

Agora que você falou sobre sua solução, ajude-nos a entendê-la melhor

Defina sua organização, programa, serviço ou produto em 1-2 frases. [140 caracteres]

KNOWLEDGE.CONNECTION.ACTION: understand global issues, connect with those affected, and team up with other schools to cause real change

Identifique o que é inovador na sua solução em 1-2 frases. [136 caracteres]

The Global Class integrated materials, online platform and collaborative challenge projects help schools be ambitous global changemakers

IMPACTO SOCIAL

leia mais↑ ocultar↑ ocultar

Qual foi o impacto da sua solução até hoje?

The Global Class was first piloted/tested in 2010-11 in six public and private schools in Charlotte, NC and Atlanta, GA. In July 2011 the program officially launched. In the 2011-12 school year, it is serving 18 schools to date in these cities. On a one-year budget of $45,000, we will have trained 400 student leaders, provided in-classroom materials to 9,000 students, and actively engaged 2,000 students in activities to learn about the former Lost Boys of Sudan and work on service project fundraisers to build schools and provide access to clean water. In the most affluent school settings, students have been moved (sometimes to tears) when they consider their own childhood experiences against those of children at one time referred to as “the boys who ate leaves.” Students in at-risk, challenged schools have been moved to say, “I thought I had it bad. These guys really did. They don’t seem angry. And they only think about the future.”

Qual é a sua expectativa de impacto para os próximos 1 - 3 anos?

In the next 1-3 years, we envision becoming the go-to global education resource for the school districts in which we work. This means continuing to provide a flexible, adaptable curriculum for educators—one that ensures students have the opportunity to connect with other future global leaders, as well as children who will in turn become empowered as a result of challenge project fundraising through The Global Class. For the 2012-13 school year, based on funding, we forecast expanding to 40 participating public and private schools (a doubling of 2011-12). This would translate as The Global Class and The Global Class Online (our technology platform) potentially serving 200 teachers (5 actively involved at each school) and 20,000 students combined in the classes they teach.

Quais são as barreiras que podem impedir o sucesso do seu projeto? Como você planeja superá-las?

Many schools still rely on traditional methods of fundraising—small scale initiatives completed independently by a few students without connection to fund recipients. This is especially true of international service projects and fundraising. The Global Class uses technology and hands-on coaching/training to shift this paradigm; however, a surprising number of schools lack hardware and software that makes is possible to do collaborative technology-supported fundraising and project planning. Ensuring adequate support and ease-of-use for program technology is a hurdle that we continue to address. This is why we are excited to be a finalist for an opportunity such as the Technology Innovation Award, which would help upgrade and expand our online platform and make it easier to engage students.

As inscrições vencedoras apresentam um plano sólido sobre como vão alcançar e acompanhar o crescimento do projeto. Identifique as metas de seis meses para aumentar seu impacto.

In August 2012, we will host an intensive kick-off workshop and training for school administrators, teachers and students.

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os seis (6) meses

Atividade 1

Secure funding/ expertise to underwrite continuation and expansion of the program ($45,000, plus anticipated $18,000)

Atividade 2

Present results of 2011-12 to key influencers in the educational system, including the NC Global Schools Network

Atividade 3

Report results of 2011-12 program to participating schools and secure commitments for “re”-participation in 2012-13

Agora pense grande! Identifique qual seria sua meta de impacto para 12 meses

The program is currently focused in GA and NC; we hope to begin super-regional or national expansion by the end of 12 months.

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os doze (12) meses

Atividade 1

Secure funding to train and support part time staff and volunteer managers beyond GA, NC and SC

Atividade 2

Move to more virtual training platforms that make the process scalable and efficient (adequate ROI even with expansion)

Atividade 3

Support communications technology enhancements at international project sites to continue adding value to the program

História: Queremos saber mais sobre o momento de descoberta desta solução. Conte-nos a história sobre onde e quando o(s) fundador(res) vislumbrou(aram) o potencial desta solução para mudar o mundo. [125 palavras]

Patricia Shafer, Chief Catalyst (Executive Director), founded MAC to give women a place to grow and develop as global volunteers, advocates and changemakers. As the number of MAC-supported projects increased, students and educators began to come forward requesting guest presentations and opportunities to fundraise. The “Aha!” is that the act of “Mothering Across Continents” is not gender or age specific. Students, well-supported, have as much or more potential to be change catalysts as anyone. The opportunity was to create a platform that linked learning with coaching and leadership development to empower them to dream big but be able to follow through with new project management, planning and advocacy skills.

SUSTENTABILIDADE

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Por favor, explique de que forma o estabelecimento de parcerias é importante para o sucesso de sua inovação

Mothering Across Continents pursues strategic collaborations in all of its projects. The Global Class has developed strong relationships with administrators in the Charlotte-Mecklenburg School system. Additionally, an in-kind gift and partnership with the software company Exgage made the initial launch of The Global Class Online possible this year.

Qual o perfil da equipe (colaboradores, voluntários etc.) que vai garantir o cumprimento das metas de crescimento identificadas por você na seção ‘Impacto Social’?

Currently, The Global Class is supported by one full-time staff member, MAC Education Program Manager Elizabeth Peacock. We anticipate that a part-time staff person/volunteer (at around 10-15 hours a week) will be necessary to provide hands-on training and support as the program expands to new markets. A part-time (rather than hourly contracted) web designer will be necessary to ensure technical support, development and trouble-shooting for The Global Class Online. Lastly, an intern from an area college will provide marketing and communications support for the program.

Fale mais sobre as necessidades ou ofertas que você selecionou anteriormente e/ou sugira categorias de apoio que não foram listadas

Collaboration is a trademark of MAC. We are always open to new collaborative partnerships with schools and school districts, particularly those actively seeking ways to tangibly improve global education in their school communities. We can bring a great deal to the table in terms of best practices regarding youth philanthropy and global service learning, many derived from lessons we learned the ha

Family Health Care through Volunteerism Program

Isabela Foundation Inc. working with ChildFund Philippines, is a non-profit NGO that caters programs for the deprived, excluded and vulnerable children.

Sobre Você

Organização: Isabela Foundation Inc. working with Childfund Philippines mais ↓↑ ocultar↑ ocultar

Sobre Você

Nome

Margarita

Sobrenome

Auxtero

Sobre Sua Organização

Nome da Organização

Isabela Foundation Inc. working with Childfund Philippines

Página da organização na internet

País da organização

Filipinas, BAS

Países onde este projeto vem gerando impacto social

Filipinas, BAS

Sua organização é

OSCIP/ONG

Há quanto tempo sua organização está em operação?

Selecione todas as opções válidas

A organização recebeu algum prêmio ou reconhecimento público? Por favor, conte-nos mais detalhes

Yeah we are champions for child rights and protection...our organizations through a resolution was adjudge the best NGO in our province for organizing the Community Health Action Team which is being reached even in the remote areas including programs like education, capacity building and livelihood programs,aside from health. BEcause of volunteerism in health we were able to reduce incidence on maternal health and child illnesses which is part of the MD goal of the United Nations especially in conflict areas like us . Work is more on volunteerism

Referências – Por favor, forneça duas referências junto com uma minibiografia, para cada uma, em um máximo de duas linhas cada, endereço de e-mail e telefone de cada uma.

Bishop Martin Jumoad-martinjumoad@hotmail.com- Chairman of Isabela Foundation, Inc Governing Board, Basilan and has always been after the welfare of the people in our province.
09177222827

Mr. Orlen Ocleasa
Deputy Chief of Party
ACDI-VOCA.DAvao City, Philippines
orlenocleasa@yahoo.com
09165548687
Has worked with projects like IFAD whose framework is more on a community initiative developments

As informações que você fornecer aqui serão usadas para preencher todas as partes do seu perfil deixadas em branco, como interesses, informação da organização e website. Nenhuma informação do contato será tornada pública. Por favor, desmarque aqui se você não deseja que isso aconteça..

INOVAÇÃO

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Selecione o estágio que melhor se aplica à solução

Expandindo (o próximo passo é aumentar o impacto em escala local ou mesmo global)

Há quanto tempo está em funcionamento?

Em execução entre 1 e 5 anos

Qual(is) item(ns) abaixo descreve(m) melhor a(s) barreira(s) que sua inovação soluciona? Escolha até dois itens.

Acesso, Qualidade.

A necessidade: Qual é o problema que você está tentando resolver?

Problem on access to health especially in conflict areas where health is rarely being reached out by communities in far flung areas. Problems they have are Maternal Health Care and Integrated Management of Children"s Illnesses. In experience we have the formation of every community with health action teams (volunteers have reduce the cases of MHC and IMCI). There are so many challenges that needs to be met like cultural sensitivity, volunteerism work within the barangay, capacity building that has been conducted to these volunteerism has been a big help. BUt expanding the program will be involved the family now even one member of the family will be trained to improve the health condition of the family through early prevention and initial health care tips for the family sustaining health.

A Solução: Qual é a sua solução? Seja específico!

For the family to be also involved in health care because community volunteers can come and go but if a member of the family has undergone sessions on health tips and prevention, the government will have less worrying reaching far flung areas to improve health care. Capacity Building and practice on Maternal health care and Integrated Management of childlren illnesses can help the family avoid deteriorating practices on health. The only support we need to give them is first aid kits that can help them in improving health care like, portable BP apparatus, first aid kit and IEC materials like health care etc. This is more practical than providing doctors and nurses in the community which in case government cannot provide health teams especially in areas where there is conflict. But this program will also be back up by local officials in the community so there is also a need to established good networking with them . So that organizing a family health care teams in the community is ok.

O Modelo: Demonstre através de um exemplo específico como sua solução faz a diferença; inclua suas atividades primárias

the FAMILY HEALTH CARE ACTION TEAMS promotes volunteerism with the government having big expenses for health system in as much as this is a community based health approach and can reach even in the most far flung areas that are always been affected for poor access to health.

O Mercado: Quem são os seus pares e concorrentes? Identificar os outros que também estão trabalhando para solucionar as mesmas necessidades que você e o que você faz de diferente em relação a eles. Quais seriam os desafios impostos por esses concorrentes que impactariam no seu sucesso ou crescimento?

The Local health unit teams of the government other NGO. Municipal health unit and provincial healht office is bureaucratic in nature while us as an NGO always looks for actions and quality access to health by communities and immediate response to health problems in the community with less expenditures because we work for volunteerism,

IMPACTO SOCIAL

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História: Queremos saber mais sobre o momento de descoberta desta solução. Conte-nos um pouco a história sobre onde e quando o(s) fundador(res) vislumbrou(aram) o potencial desta solução para mudar o mundo:

US Aid assistance in the Phiilippines who have been working for this project has seen and recommended as one of the best practices in health care system we can send profiles and development framework of what happened in the past and why its working in the community now. This will help a lot for communities who have poor access to health system. Because is it based on building an institution for volunteerism with less cost and can be sustained because the program is being owned by the community. IN communities where we have been working there were lots of stories that can be heard why it is working. Less maternal incidence and illnesses of the children, thats why in our NGO we already have stopped our direct assistance for medical services because it has improved a lot when CHAT was introduced in the community, As an expansion it is suggested in the proposal that the family is now to be tapped directly for capacity building on health matters like MHC and IMCI.

Descreva a meta da sua iniciativa; fale sobre o que você está tentando alcançar.

Improving Maternal Health Care and Integrated Management of Children's Illnesses and at the same time access of poor families in the far flung areas to health services.

Qual foi o impacto da sua solução até hoje?

Accessed to improved health care services to 3,200 poor families in far flung areas especially on Maternal Health Care and Integrated Management of Children's Illnesses and lower incidence by about 30% of these two health care program.

Qual é a sua expectativa de impacto para os próximos 5 anos?

Expanding the program now not only to community volunteers but direct to families. Projected impact then is to made available to another 5,000 families in other villages in Basilan the Maternal Health Care and Integrated Management of Children Illnesses through volunteerism.

Quais são as barreiras que podem impedir o sucesso do seu projeto? Como você planeja superá-las?

Barrier might be sourcing additional funds to continue the program and the second one is the peace and order problem that might rise. To overcome this is to closely coordinate with local officials and the community itself in the mobilization of the community for the health care program. Planning will be a multi-stakeholders scheme that will start from the initiative of the community.

As inscrições vencedoras apresentam um plano sólido sobre como vão alcançar e acompanhar o crescimento do projeto. Identifique as metas de seis meses para aumentar seu impacto.

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os seis (6) meses

Atividade 1

Conducting a consultation first in the community together with all stakeholders of the program

Atividade 2

Planning and implementation of the program giving emphasis of volunteerism.

Atividade 3

Monitoring and EValuation of the program measuring the growing impact of the health care services.

Agora pense grande! Identifique qual seria sua meta de impacto para 12 meses

To lessen by at least 35% the cases of incidence of Maternal Mortality & children's illnesses and improving services.

Identifique as três maiores atividades que você terá de completar para obter a meta estabelecida para os doze (12) meses

Atividade 1

Monitoring and evaluation of project and reviewing implementnation through an assessment.

Atividade 2

Re-planning and identifying lessons learned/best practices and problems if any among stakeholders.

Atividade 3

Install data base system and strengthen through identified capacity building trainings for the organized family volunteers .

SUSTENTABILIDADE

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Por favor, explique de que forma o estabelecimento de parcerias é importante para o sucesso de sua inovação

Partnership will be strong and more defined in the community through the organized family health volunteers. It is more founded on the beneficiaries owning the program with the NGO and Local officials (health units) assisting them in the early 2 years which will be based on a Memorandum of AGreement to be signed by and between all stakeholders.

Atualmente você planeja atender outros locais, mercados e populações específicas com sua inovação? Se sim, onde e por quê?

Yes,this is expanding the program to neighboring communities with high prevalence on cases of maternal mortalities and children illnesses.

Que tipo de ambiente operacional e fatores da organização interna ajudarão o projeto a ser bem sucedido?

An environment of having people with pure intention and visions to eradicate health problems on maternal cases and child illnesses in targeted communities.

Fale mais sobre as necessidades ou ofertas que você selecionou anteriormente e/ou sugira categorias de apoio que não foram listadas

Support for sustainability through community initiatives.

H.E.A.L. (Healing Equine Assisted Learning)

This is a project created by Denise Cote, Special Education Coordinator at Chief Gabriel Cote Education Complex. Denise had taken her students to a similar Equine Assisted Learning Program while working at another First Nations School in Saskatchewan. It was very popular with the kids and the feedback received was extremely positive. When she returned to her home, Cote First Nation, she wanted to provide this opportunity to her students She had also attended the Grand Opening of another wonderful program on the One Arrow First Nation called I.D.E.A.L.

Sobre Você

Visitar websitemais ↓↑ ocultar↑ ocultar

Sobre Você

Nome

Carol

Sobrenome

Marriott

Confirm a user name that will be displayed publicly to identify your entry

H.E.A.L.

About You, Your Group, or Your Organization

Name

H.E.A.L. (Healing Equine Assisted Learning)

Country

Canadá, SK

Please confirm that this project could benefit First Nations, Métis and Inuit Peoples

Sim

URL do Twitter

Youtube URL

What categories best describe who your group or organization serves (check all that apply)

First Nations people.

What best describes your group or organization

Community group or youth group, Elementary or Secondary school, Non-profit organization.

How long have you, your group, or your organization been operating?

Menos de um ano

INOVAÇÃO

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Name Your Project.

H.E.A.L. (Healing Equine Assisted Learning)

Tell us the story of your idea or project

This is a project created by Denise Cote, Special Education Coordinator at Chief Gabriel Cote Education Complex. Denise had taken her students to a similar Equine Assisted Learning Program while working at another First Nations School in Saskatchewan. It was very popular with the kids and the feedback received was extremely positive. When she returned to her home, Cote First Nation, she wanted to provide this opportunity to her students She had also attended the Grand Opening of another wonderful program on the One Arrow First Nation called I.D.E.A.L. (Inspired Direction Equine Assisted Learning). Denise applied for a grant and received funds for Phase One of H.E.A.L. from the Painted Hand Community Development Corporation. The project is now underway and the students are enjoying EAL sessions based on the Tipi Teachings/Values, created by the Muskoday First Nation. The students will receive 12 sessions prior to March 31, 2012. This is an outdoor learning experience where the kids will benefit from learning how to care for horses, teamwork, gain self-esteem, and leadership skills, through nature-based, experiential learning.

This is a culturally relevant way to empower students to make positive life changes, and is a positive, fun, nature-based, and successful approach to assist our youth and community members become strong, confident, and capable leaders, build healthy relationships, and overcome life challenges.

Define your idea / project in 1-2 short sentences

Project H.E.A.L. is using experiential, nature-based, outdoor education with horses as an educational and healing resource for students at Chief Gabriel Cote Ed

Selecione o estágio que melhor se aplica à solução

Growth (the project is up and running and is starting to move forward)

IMPACTO SOCIAL

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Please tell us about the social impact of your idea or proect

Project H.E.A.L. is modeled on a proven research-based program (EAL - Equine Assisted Learning/Therapy) that backs up its results with research from serval universities and research students that show how interacting with horses and nature helps to develop life and leadership skills in those at-risk, and specific skills for participants with social/emotional challenges, special needs, autism, FASD, depression, addiction, and mental health concerns.
H.E.A.L. strives to serve the needs of the school community and eventually the broader community by developing capable and competent youth in a culturally appropriate way. Participants engage in team and individual exercises with horses in a fun, engaging, safe and positive outdoor learning environment while learning life skills.

Your Future Goal(s): Tell us what you hope to achieve with your idea or project in the next year

We will continue to provide EAL on a regular basis throughout the school year, and train First Nations people as equine facilita

In 5 years, what will be different as a result of your idea/project?

We will have a solid Equine Assisted Learning program, strong funded, with an indoor arena/facility. The older students will be involved with the program, helping the young students. A number of Cote First Nations people will be trained as Equine Assisted Learning specialists, other communities will benefit from partnering with H.E.A.L.. We will be providing other local First Nations Communities with an opportunity to send their students, adults and families will be participating. It will be a flagship project for the Cote First Nation community. The students will be more engaged, have better attendance, find success and confidence, and will engage volunteers in the community, offering a variety of other EAL and horse programs to the wider community, improving wellness/health overall

SUSTENTABILIDADE

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Tell us about the people/ partnerships that are already involved and why they are important to your idea or project.

Chief Gabriel Cote Education Complex, Painted Hand Community Development Corporation, Cote First Nations Band and Council Members, H.E.A.L. Committee members and volunteers. This is a large project, with Phase One well underway. We will need the support and dedication of our volunteers, community members, funding agencies, local media, sponsors and professionals to reach our goal of developing a first class, sustainable H.E.A.L. program, and permanent facility, with a regular curriculum for students of Chief Gabriel Cote Education Complex and surrounding First Nation communities.

If there are other people/partners that you will reach out to tell us who they are and why they will be important to your idea or project.

A local horseman (has champion race horses) on the Cote First Nation has provided the horses and use of his facility for the current H.E.A.L. (Healing Equine Assisted Learning)sessions.

Describe the kinds of support you receive (other than money) or will need to support your idea or project (e.g.: donated, space, equipment and volunteers)

We will need the donation of equipment, space, and volunteers, including approved helmets for the students, horse grooming equipment, pylons, indoor arena space for sessions during cold and wet weather, volunteers to assist with the program, digital camera, notebooks and learning materials, a laptop and projector.

Do you currently have funding for your idea or project?

Yes (answer the next two questions)

Art Creates Life

ART CREATES LIFE

My people will sleep for one hundred years and when they awaken it will be the artists who give them back their spirit. Louis Riel

Art is spirit, art is voice, art is healing, art is life. These words from our Elders and children remind us that the power of creation resides in us all.

THE NEED & SOCIAL IMPACT

Sobre Você

Visitar websitemais ↓↑ ocultar↑ ocultar

Sobre Você

Nome

Sherri

Sobrenome

Chisan

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Blue Quills First Nations College

About You, Your Group, or Your Organization

Name

Blue Quills First Nations College

Country

Canadá

Please confirm that this project could benefit First Nations, Métis and Inuit Peoples

Sim

URL do Twitter

Youtube URL

What categories best describe who your group or organization serves (check all that apply)

First Nations, Métis and Inuit people.

What best describes your group or organization

University, Technical Institute or College.

How long have you, your group, or your organization been operating?

Mais de 5 anos

INOVAÇÃO

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Name Your Project.

Art Creates Life

Tell us the story of your idea or project

ART CREATES LIFE

My people will sleep for one hundred years and when they awaken it will be the artists who give them back their spirit. Louis Riel

Art is spirit, art is voice, art is healing, art is life. These words from our Elders and children remind us that the power of creation resides in us all.

THE NEED & SOCIAL IMPACT
Blue Quills First Nations College is a small independent Indigenous post-secondary institution with doors open to all learners. We are the first Indigenous controlled educational institution in Canada and our ancestors have left us a legacy and responsibility to create educational opportunities that honour our knowledge and welcome the knowledge of others. We also know we that those responsibilities invite us to serve the broader community and the next generation of students. The current discussion in Canada on population trends and Aboriginal education encourage us to do everything we can to inspire our people to build relationships that will lead to future post-secondary studies.

Free art activity affords opportunity for expression when a new language is being learned. It provides outlets for many emotions and ideas which often cannot be verbalized. Leighton, E. Roby

In this time of Truth and Reconciliation, we have so much work to do among ourselves and to build good strong relations with all who live in these lands. We must recover language, knowledge, ceremony, economy, and self. And we must do this in our own communities and build bridges with other communities.

Art lifts the spirit, and the spirits of so many of our Elders and families are heavy with the legacy and inter-generational impacts of Residential School.

We want to CREATE LIFE ENERGY - bring spirit back, bring joy back, reconnect the generations, bridge cultures, create a model for learning that can be adapted to school programs. Waldorf and Indigo schools nurture the creative arts first, knowing and trusting that it will support a stronger drive to learn and grow. Many learners have not had a positive education experience and we will work with local communities to identify participants who have been marginalized but have the desire to pursue advanced education.

At Blue Quills we know that art facilitates growth and learning and belief in self in all ages and we need to sustain the people as well as the funding. In previous short workshops our participants have acknowledged that creative process has helped them transform. Our students from other cultures have told us that their experience in the Blue Quills learning environment is life-changing. We also know the generations need to work together - school has created too much separation, compartmentalizing our lives. We also know that our knowledge comes to us through ceremony, but that young people especially feel separated from ceremony, they often don’t know how to start that connection. We know too that art is a universal language and can facilitate cultural bridging. We know that the creative experience enhances learning and workplace performance, inspiring creativity in decision making, planning, relationships,...

Those communities that are richest in their artistic tradition are also those that are the most progressive in their economic performance and most resilient and secure in their economic structure. John Kenneth Galbraith, economist

Define your idea / project in 1-2 short sentences

Art Is Life - Elders and youth (18 - 30)in a week-long, land-based camp s with ceremony,teaching stories, and creating a visual representation of that story.

Selecione o estágio que melhor se aplica à solução

Expanding (it has been running for a while, has grown, you know it is making a difference and now you want to expand)

IMPACTO SOCIAL

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Please tell us about the social impact of your idea or proect

Participants experience cultural and personal healing, bridging cultures, preserving ancestral knowledge, connecting the generations. We have seen participants stand straighter and harness their enthusiasm in similar projects, and begin to believe that they have some value in the community. This in turn allows them to believe they can contribute to their family and community.

Your Future Goal(s): Tell us what you hope to achieve with your idea or project in the next year

enthusiasm and interest in post-secondary education in a marginalized population.

In 5 years, what will be different as a result of your idea/project?

More people will feel good about themselves, and people who feel good about themselves can dream big dreams and imagine amazing futures. Because when you don`t feel good, nothing else matters, but when you can believe in yourself, you can believe in others, and you can believe in a future for the next seven generations. We hope to demonstrate success and take this model into local high schools to begin the self-esteem recovery and cultural bridging at earlier ages.

SUSTENTABILIDADE

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Tell us about the people/ partnerships that are already involved and why they are important to your idea or project.

We are in year 3 of 5 with the New Sun Fund hosting a gathering to celebrate Indigenous Arts and Artists, we have had several successful projects funded by the Alberta Foundation for the Arts, Canada Council for the Arts, and contributions from private donors who believe in what we are doing. Our participation rates have grown with every event. Blue Quills also has recently developed several corporate partnerships in new economic development initiatives and we have introduced them to our Arts programs, building another dimension in the partnerhsip, a more wholistic relationship, building people who build economies.

If there are other people/partners that you will reach out to tell us who they are and why they will be important to your idea or project.

We will work with agencies that support people making changes in their lives: local HRD offices, post-secondary funding support programs, social development offices, to help them help their clients develop the confidence and enthusiasm to be successful.

Describe the kinds of support you receive (other than money) or will need to support your idea or project (e.g.: donated, space, equipment and volunteers)

We have built a broad base of partnered organizations that assist with events by volunteering personnel as well as contributing in-kind with materials and equipment. Saddle Lake Boys and Girls Club, Manawannis Native Friendship Centre, St Paul/Bonnyville/Cold Lake Community Learning Councils, Janvier Gallery, Bearclaw Gallery, Art Gallery of Alberta.

Do you currently have funding for your idea or project?

Yes (answer the next two questions)

A Tap on the Shoulder

Localização

Winnipeg
Canadá
49° 52' 42.8808" N, 97° 7' 56.6796" W

Kevin Chief and UWinnipeg ILC have worked tirelessly to develop a concept for Community Learning that has touched many thousands of Aboriginal children and youth in a very meaningful way. Kevin Chief has been especially focused on eleminating barriers. Programs are implemented through schools and assist students to increase academic achievement, earn tuition credit accounts, gain valuable leadership training experience, be employed over the summer months and connect to their community. This model is referred to as “A Tap on the Shoulder”.

Striding Spirits

In 2009, Nenan Dane Zaa Deh Zona Child and Family Services began a Sun Run Leadership Trip. The trip involved workshops and speeches from First Nations leaders and MCFD as well as participation in the Vancouver Sun Run (10km).

I went on the trip with other youth from the region, including my younger brother. I was a frequent runner prior to this, and could never coerce my brother to take part until after this trip. Once we started to run I watched his confidence level grow and a new commitment to making healthier lifestyle choices.

Sobre Você

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Sobre Você

Nome

Helen

Sobrenome

Knott

Confirm a user name that will be displayed publicly to identify your entry

StridingSpirits

About You, Your Group, or Your Organization

Name

Helen Knott

Website

Country

n/a

Please confirm that this project could benefit First Nations, Métis and Inuit Peoples

Sim

URL do Twitter

URL do Facebook

Youtube URL

What categories best describe who your group or organization serves (check all that apply)

First Nations, Métis and Inuit people.

What best describes your group or organization

Community group or youth group.

How long have you, your group, or your organization been operating?

Entre 1 e 5 anos

INOVAÇÃO

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Name Your Project.

Striding Spirits

Tell us the story of your idea or project

In 2009, Nenan Dane Zaa Deh Zona Child and Family Services began a Sun Run Leadership Trip. The trip involved workshops and speeches from First Nations leaders and MCFD as well as participation in the Vancouver Sun Run (10km).

I went on the trip with other youth from the region, including my younger brother. I was a frequent runner prior to this, and could never coerce my brother to take part until after this trip. Once we started to run I watched his confidence level grow and a new commitment to making healthier lifestyle choices.

I worked at a youth center and felt other Indigenous youth could benefit from running. My associate Kristen Auger and I began to run with Indigenous Youth on a weekly basis. We would provide transportation, water, and a healthy snack to the youth. I watched Indigenous youth who were struggling in school from high risk living situations push themselves in running long distances. The discipline gained from running transfers to your everyday living. The initiative was and is a true grassroots movement.

We continued to run and sought out to build a connection with Nenan. In October 2010 4 runners and myself were able to attend the BMO Marathon in Kelowna, BC. 3 of the runners completed their first 10 km run and 2 of us ran our very first half marathon. We were able to connect with the Okanagan Nation Alliance who has their very own Unity Runners. The trip was successful but during 2011 there were educational and employment commitments that made it difficult to maintain the group.

We would like to reestablish the group but begin with introductory sessions and have an established First Nations Runner to speak with the youth. We want to involve nutritional workshops, shopping healthy on a budget workshops, and incoorporate more cultural teachings. We created a “Snag Some Sneaks” program where 3 of our youth were able to acquire proper running sneakers. This is an area we would like to expand upon and provide proper running gear to our youth.

It is our vision to give the youth an end goal in sight and aim to take them to a 10km race, half marathon, or full marathon. Furthermore, we would like to be able mobilize the group and be able to travel to nearby First Nations communities and run with them. The run group provides physical activity, cultural knowledge, positive relationships and encourages well balanced lifestyles to Indigenous youth.

Define your idea / project in 1-2 short sentences

An Indigenous youth run group encouraging healthy lifestyles and recreating the "cool".

Selecione o estágio que melhor se aplica à solução

Growth (the project is up and running and is starting to move forward)

IMPACTO SOCIAL

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Please tell us about the social impact of your idea or proect

The run group will create opportunities where Indigenous youth can be engaged in a healthy and holistic way. By also travelling out to communities we will be creating alternatives where there may only by unhealthy activities available to youth. The Indigenous youth involved will be more confident in other areas of their life and will also be knowledgeable about physical fitness, nutrition, and cultural aspects of running and maintaining wellness.
Some of the youth that have been involved in the run group had no one pushing them forward in any area of their life. The group was that push for them. The group also becomes a family and the youth themselves are then placed in leadership and mentoring roles.

Your Future Goal(s): Tell us what you hope to achieve with your idea or project in the next year

To have youth from the North East involved in a Unity Run.

In 5 years, what will be different as a result of your idea/project?

There will be chapters of Striding Spirits across British Columbia. We will have developed manuals on starting a grassroots run groups and also have built various community connections where different Unity runs take place between communities where runners can meet each other and celebrate culture and healthy living.
By creating a healthy community and group of young people dedicated to healthy lifestyles we are also redefining what "cool" is in these communities. We would also like to see youth involved in leading workshops and evolving to newer and higher stages of leadership.

SUSTENTABILIDADE

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Tell us about the people/ partnerships that are already involved and why they are important to your idea or project.

We are involved with a local Aboriginal youth centre and a First Nations Child and Family Centre. These connections are important to be able to recruit and access youth. Also, both organisations have allowed us to use their spaces for fund raisers and for group meetings. Nenan has also provided funding for our first marathon trip and we seek to continue to build upon that relationship.

If there are other people/partners that you will reach out to tell us who they are and why they will be important to your idea or project.

We will reach out to other Sports/Activity organizations and grassroots Indigenous runners. We will also reach out to local run groups and physical activity coordinators. We will also be building relationships with the First Nations communities themselves to spark interest and generate support.

Describe the kinds of support you receive (other than money) or will need to support your idea or project (e.g.: donated, space, equipment and volunteers)

We have the support of the air, grass, and water of the Earth that sustains us.

We will need sneakers/run gear donated.

We would like to have gym passes made available to the youth.

We will also need to acquire volunteers for workshops and to lead runs. We will need transportation to running events and FN communities.

Do you currently have funding for your idea or project?

No (skip next two questions)

The SAGE Program

Sage is a traditional medicine used to heal the spirit. That is why the SAGE Program at Canmore Collegiate High School (CCHS) is so aptly named. The Stoney Group Adventure Experience is a partnership between CCHS and Outward Bound Canada. Our goal is to improve the high school completion rates of FNMI students who attend our school. High School completion rates for First Nation, Metis and Inuit learners are very low in Alberta and very low at Canmore Collegiate High School. SAGE is a year long intervention program for FNMI high school students.

Sobre Você

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Sobre Você

Nome

Jeff

Sobrenome

Horvath

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Jeff Horvath

About You, Your Group, or Your Organization

Name

Canmore Collegiate High School and Outward Bound Canada

Country

Canadá, AB

Please confirm that this project could benefit First Nations, Métis and Inuit Peoples

Sim

URL do Twitter

URL do Facebook

Youtube URL

What categories best describe who your group or organization serves (check all that apply)

First Nations people, First Nations, Métis and Inuit people.

What best describes your group or organization

Elementary or Secondary school.

How long have you, your group, or your organization been operating?

Entre 1 e 5 anos

INOVAÇÃO

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Name Your Project.

The SAGE Program

Tell us the story of your idea or project

Sage is a traditional medicine used to heal the spirit. That is why the SAGE Program at Canmore Collegiate High School (CCHS) is so aptly named. The Stoney Group Adventure Experience is a partnership between CCHS and Outward Bound Canada. Our goal is to improve the high school completion rates of FNMI students who attend our school. High School completion rates for First Nation, Metis and Inuit learners are very low in Alberta and very low at Canmore Collegiate High School. SAGE is a year long intervention program for FNMI high school students. We use the mountains as a classroom to teach resiliency, self confidence and leadership by using Outward Bound Canada as the guides and outfitters for our adventure. We go on three backcountry expeditions throughout the school year to challenge the participants to learn about themselves and discover their potential. We travel in traditional Stoney/Nakoda territory developing a re-connection to the land by travelling through the mountains. We are sent out with Elders blessing and the students form strong relations with each other as they continue to travel together throughout their high school experience.
As a former Outward Bound instructor, I know the power of adventure education. I would guide multi-week expeditions for Aboriginal youth and develop powerful relationships with my students. After the 21 day trip was over, we'd say goodbye as the students would travel back to their homes across the country. With SAGE, we go through the powerful outdoor experience but I stay with them for their high school career, supporting their learning and helping them overcome obstacles that arise over their journey. With elements of adventure education, experiential education, cultural reconnection, mentorship and role modelling, the intent is to develop students who can survive and thrive in their academic careers and personal lives. My time with Outward Bound Canada shaped my educational philosophies and I knew the power of the land. This inspired myself and Julian Norris of Outward Bound Canada to create SAGE at Canmore Collegiate. This is our third year and we've seen improvements in attendance by 14% and increased core subject grades by 8.2% over non-SAGE students, the difference is dramatic. Our high school improvements have improved significantly since our program began in 2008. We've had our high school completion rate for FNMI learners improve by 400%. This year we are expecting our highest graduation rate. We feel SAGE is making a difference.

Define your idea / project in 1-2 short sentences

SAGE is an intervention program intended to improve FNMI completion rates by using the mountains as a classroom to teach resiliency and empower them to thrive.

Selecione o estágio que melhor se aplica à solução

Established (it has been running for a while, has grown and know it is making a difference)

IMPACTO SOCIAL

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Please tell us about the social impact of your idea or proect

The students who have taken part in the program have made comments that this has taught them so much about themselves. They have discovered their potential and are inspired to make good choices on their journey. They have the confidence to succeed and feel a sense of pride in who they are. They have transferred the confidence they have learned in the mountains to their academic careers. This program has also been a catalyst for the community of Canmore, Alberta to get involved in First Nations education by providing a tangible project members can volunteer with as well as create awareness.

Your Future Goal(s): Tell us what you hope to achieve with your idea or project in the next year

We would like to continue with our program of getting FNMI youth into the mountains creating passion for life.

In 5 years, what will be different as a result of your idea/project?

We hope to develop leaders within the Stoney Nation that can in turn, inspire youth and work on the overall health of the community. We would also like to share this model with other communities and schools to create a movement of FNMI youth leaders that will help their home communities. This will be the foundation for improving the lives of FNMI people across this nation.

SUSTENTABILIDADE

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Tell us about the people/ partnerships that are already involved and why they are important to your idea or project.

Julian Norris of Outward Bound Canada has been able to get funding for the last three years of the SAGE program. We have had three fundraisers hosted by the local climbing community called Night of Lies. This has raised enough money to cover extra costs such as transportation. We have had in kind donations from Mountain Exposure, Ambler Hats, Canadian Mountain Holidays and Yamnuska Mountain Adventures. Local community members have volunteered their time with some expeditions. People want to get involved with First Nations youth but did not know how until this program was created. They can offer their expertise to help inspire FNMI youth. Also the Rotary Club of Canmore has helped providing another segment of our community to help. SAGE has been a very successful program.

If there are other people/partners that you will reach out to tell us who they are and why they will be important to your idea or project.

To keep the program running we need secure funding. I have had a difficult time in finding committed funding to our program from the corporate or foundation world. The feeling seems to be that public education is provincially funded and that is where the funding should come from. However, giving the realities of funding for public education, there is no extra money for interventions like SAGE. We have been dependent on anonymous donation and private donations from fundraising events such as Night of Lies (mainly local climbers).

Describe the kinds of support you receive (other than money) or will need to support your idea or project (e.g.: donated, space, equipment and volunteers)

Local companies have donated gear needed for outdoor expeditions. Mountain Exposure donated technical jackets and clothing. Local guides have offered to donate their skills to our program. Other people have offered their time to participate in expeditions. It has been a great success.

Do you currently have funding for your idea or project?

Actua’s National Aboriginal Outreach Program: Breaking Barriers to STEM Education

A leader in educational outreach, Actua has a twenty-year track record of providing hands-on, confidence-building programming in science, technology, engineering and math (STEM) to ALL youth, regardless of their location, socio-economic situation, gender or ability.

Sobre Você

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Sobre Você

Nome

Jennifer

Sobrenome

Flanagan

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Jennifer Flanagan

About You, Your Group, or Your Organization

Name

Actua

Website

Country

Canadá, ON

Please confirm that this project could benefit First Nations, Métis and Inuit Peoples

Sim

URL do Twitter

https://twitter.com/#!/ActuaCanada

What categories best describe who your group or organization serves (check all that apply)

First Nations, Métis and Inuit people.

What best describes your group or organization

Non-profit organization.

How long have you, your group, or your organization been operating?

Mais de 5 anos

INOVAÇÃO

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Name Your Project.

Actua’s National Aboriginal Outreach Program: Breaking Barriers to STEM Education

Tell us the story of your idea or project

A leader in educational outreach, Actua has a twenty-year track record of providing hands-on, confidence-building programming in science, technology, engineering and math (STEM) to ALL youth, regardless of their location, socio-economic situation, gender or ability. Through our member-based organization, we are committed to engaging young Canadians (ages six to sixteen) who are typically underrepresented and underserved in STEM, and we have invested heavily in the development and delivery of customized programming for target youth audiences with little or no access to education outreach programming.

As such, in 2000, in response to growing grassroots programming by our members across Canada, we developed a national program to support community-based, culturally relevant STEM programming specifically for Aboriginal youth. This initiative, called the National Aboriginal Outreach Program (NAOP), has grown exponentially over the past decade due to the strong demand among our Aboriginal community partners and the rising consensus among national Aboriginal organizations of the urgent need to develop concrete strategies that address current challenges relating to education of Aboriginal youth.

Skills in STEM are very important to helping underrepresented groups establish their economic independence and a strong voice in society. Through our Aboriginal outreach program, Actua saw an opportunity to build a culture of hope, inspire a first-generation of post-secondary students, increase enthusiasm about STEM careers, encourage economic independence and, importantly, provide a much-needed diverse perspective to our Canadian economy.

Through our community-based approach, we deliver STEM programming that is locally and culturally relevant. Through week-long camps and school workshops, we introduce youth to Aboriginal role models and other energetic mentors in a variety of science fields. In this way, we facilitate the sharing of traditional knowledge and demonstrate how it plays a significant role in the study of science. Our goal is to instill newfound confidence in the youth we reach and encourage them to achieve their potential.
Actua’s strength is the scope of our national reach and geographic footprint. Since the launch of the National Aboriginal Outreach Program, over 138,000 Aboriginal youth have been inspired in over 225 communities, making Actua a national leader in the development and delivery of customized programming specifically for Aboriginal youth across the country. We have now surpassed our goal of annually engaging 10 percent of the Canadian Aboriginal youth population in our target age range. The demand for Actua’s Aboriginal Outreach programming grows each year as communities proactively request more workshops and weeks of camp

Actua’s impact is demonstrated through extensive independent evidence-based research that clearly demonstrates that we are creating positive and significant changes in the attitudes and behaviours of Aboriginal youth toward STEM and increasing the likelihood that they will continue on in STEM studies and careers. This is reinforced by the positive feedback we receive from program participants, teachers, parents, and community leaders.

Define your idea / project in 1-2 short sentences

Actua’s National Aboriginal Outreach Program inspires over 25,000 Aboriginal youth annually through locally and culturally relevant STEM programming.

Selecione o estágio que melhor se aplica à solução

Expanding (it has been running for a while, has grown, you know it is making a difference and now you want to expand)

IMPACTO SOCIAL

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Please tell us about the social impact of your idea or proect

Actua’s Aboriginal Program delivers confidence-building, real-life experiences that spark an interest among Aboriginal youth for a variety of science fields. By sharing facilities once reserved for post-secondary students, professors, and researchers, Actua introduces the university or college experience to youth who otherwise would not likely imagine access to post-secondary education. Youth also benefit from the on-site mentorship provided by older Aboriginal youth and other community role models who have gone on to STEM studies and careers. This approach is critical to encouraging youth to set and achieve their academic and career goals. It also helps Actua ensure the future prosperity within Aboriginal communities and to contribute to the creation of a diverse Canadian workforce.

Your Future Goal(s): Tell us what you hope to achieve with your idea or project in the next year

Actua is working toward refining, documenting and sharing our delivery model to increase its impact and effectiveness.

In 5 years, what will be different as a result of your idea/project?

As a result of Actua’s National Aboriginal Outreach Program, in five years:
- An additional one hundred thousand Aboriginal youth will have been empowered through Actua’s programming.
- There will be increased Canadian awareness of the critical importance of engaging Aboriginal youth through educational outreach programming.
- More Aboriginal youth will be in a position to choose to study science and engineering at university.
- Over 3,000 young professionals (Actua’s instructors over the years) will enter the workforce as scientists, teachers, engineers and future politicians with a deeper understanding of the importance of Aboriginal engagement and perspective.

SUSTENTABILIDADE

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Tell us about the people/ partnerships that are already involved and why they are important to your idea or project.

Actua’s National Aboriginal Outreach Program is built on partnerships with Aboriginal communities and Aboriginal organizations across Canada. Our network of members has long-standing relationships with Aboriginal communities in their areas. Actua and our members also work directly with Aboriginal community organizations such as friendship centres, hamlet offices, cultural associations and schools, and Elders, parents and local volunteers. These partnerships are critical to ensuring our programming meets the needs and interests of Aboriginal youth. We also partner with leading corporations, such as GE Canada, Suncor, Shell and Vale that invest in our capacity to deliver and grow these programs.

If there are other people/partners that you will reach out to tell us who they are and why they will be important to your idea or project.

Over the next three years, Actua’s plan is to deepen our partnerships with National Inuit, Metis and First Nations organizations, specifically to ensure that our programming continues to be reflective of the education strategies being developed by each of the organizations. We will also broaden relationships with regional Aboriginal associations to help identify communities in need and new potential partners. We are deeply committed to these ongoing relationships and view them as key to ensuring our impact is strong and appropriate.

Describe the kinds of support you receive (other than money) or will need to support your idea or project (e.g.: donated, space, equipment and volunteers)

Actua’s community and cultural partners provide essential in-kind support including access to classrooms, recreation centres, laboratories, and research facilities. As well, these partners play a key role in promoting our programming locally, and assisting with logistics of program delivery. Each year, Actua also receives assistance from over 500 volunteers including high school students, corporate employees, STEM academics and professionals, and local residents.

Do you currently have funding for your idea or project?

Yes (answer the next two questions)

Disrupt, a platform for systematic entrepreneurial change.

Disrupt is a social movement that will create a permanent cultural shift in change-making and entrepreneurship. The movement will consist of three different phases which are the creation and distribution of the entrepreneurial ideology, the formation of change-making committees and the creation of the online idea-sharing platform.

Sobre Você

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Sobre Você

Nome

James

Sobrenome

Sun

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Jameszsun

About You, Your Group, or Your Organization

Name

James Sun

Website

Country

Canadá

Please confirm that this project could benefit First Nations, Métis and Inuit Peoples

Sim

URL do Facebook

Youtube URL

What categories best describe who your group or organization serves (check all that apply)

First Nations, Métis and Inuit people, Outros.

What best describes your group or organization

Community group or youth group, Early childhood (e.g. daycare, preschool), Elementary or Secondary school.

How long have you, your group, or your organization been operating?

Menos de um ano

INOVAÇÃO

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Name Your Project.

Disrupt, a platform for systematic entrepreneurial change.

Tell us the story of your idea or project

Disrupt is a social movement that will create a permanent cultural shift in change-making and entrepreneurship. The movement will consist of three different phases which are the creation and distribution of the entrepreneurial ideology, the formation of change-making committees and the creation of the online idea-sharing platform.

First, the ideology is a collection of principles that has been proven to create entrepreneurs, leaders and social change-makers. It is extracted from careful research with educators and parents. Therefore, it is non-prescriptive. Using the ideology, the key stakeholder groups can create their own approaches and eco-systems to foster young change-makers.

Second, change-making committees will be established in elementary and secondary schools. Each committee will be consisted of 2 adults, 2 educators and 6 students. The committee will be responsible to create change-making programs and strategies for their school.

Lastly, when the committees have been established, a conversation of change-making would have been started. Leveraging this buzz, an online platform for parents, educators and students with the tools and resources will allow them to connect and share about principles for grooming entrepreneurial kids.

The project will make a difference because the result of this movement is permanent. Unlike other social organizations, Disrupt aims at parents who are the key decision makers for entrepreneurial education during early childhood. The idea will be successful because:
1)The information is non-prescriptive.
2)An immersive environment is created by engaging students, parents and educators.
3)What we are building doesn’t exist.

There are a few key stakeholders who will be involved in this project. They are educators, parents and students. Educators, parents and guardians will be involved through partnerships with schools, the ministry of education and school boards. Strategic partnerships with existing NGO concerning entrepreneurship and creative education such as Junior Achievement, The Montessori Group and others will also involve youths, parents and educators.

There is a need to promote entrepreneurship in the First Nations community. The First Nations of Quebec and Labrador Economic Development Commission (FNQLEDC), the First Nations of Quebec Business Network (FNQBN) and Aboriginal entrepreneurship stakeholders and various owners of Aboriginal business (start-ups or in expansion) companies all recognize the need to put the young aboriginal entrepreneurial spirit into good use. (http://www.cdepnql.org/pdf/Publications/M%C3%A9moire%20ANG%20version%20f...)

In addition, existing statistics prove that my project will make a difference. The model of using entrepreneurship to promote economic prosperity and personal development has been done before in different ways. In a Boston Consulting Group research, Junior Achievement, an organization that promotes entrepreneurship in elementary and secondary schools through after-school programs, proved that participants of Junior Achievement had on average, 50% higher income than average people and is 3x more likely to hold a senior management position. (http://www.jaimpact.com/pdf/BCGReport.pdf) With the same principle, Disrupt uses the innovative way of early childhood education to groom young entrepreneurs through an immersion environment in school and at home. The result is almost guaranteed.

Define your idea / project in 1-2 short sentences

Disrupt is a social movement that will create a permanent cultural shift in change-making and entrepreneurship.

Selecione o estágio que melhor se aplica à solução

Start-Up (a project that is just getting started)

IMPACTO SOCIAL

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Please tell us about the social impact of your idea or proect

Entrepreneurial education supports not only economic success, but learning success as well. As studies have shown, by possessing an entrepreneurial mindset people develop entrepreneurial intent, creativity, perceived desirability, perceived feasibility and propensity to act. (http://www.vlerick.com/en/12958-VLK/version/default/part/AttachmentData/...). This project will allow the current generation of young First Nations, Metis and Inuit People to be change-makers who have empathy and the intent of creating value. Long-term wise, the project is a legacy that will permanently create value for society. Once the current generation of young people grows up and have a family. They will continue to educate their children in an entrepreneurial environment.

Your Future Goal(s): Tell us what you hope to achieve with your idea or project in the next year

Establish change-making committees in 70 schools, achieve 10,000 usanders on the online-platform build 10 partnerships.

In 5 years, what will be different as a result of your idea/project?

There will be more First Nations youth around the world who are entrepreneurs that are running social enterprises and for-profit businesses. They will be creating value the society, create jobs and drive the economy. Those young aboriginals who aren't entrepreneurs will create more value for their employers. In turn, more young aboriginals will hold senior management positions. Most of them will have a higher income and be more self-confident and empathetic. This project also will have been spread across the world. Change-making committees will have been implemented in every educational system for every demographic. Every parents would want to raise an entrepreneur. Everywhere in the world, society will benefit from the value added by a new generation of entrepreneurs.

SUSTENTABILIDADE

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Tell us about the people/ partnerships that are already involved and why they are important to your idea or project.

The key people that are currently involved in this project are two partners who work in Ashoka, an elementary school teacher, a professional in childhood education and another student. They are crucial to the project because they bring in ideas from every stakeholder group. Specifically, one of my partners at Ashoka, Vipin has an immense network that he leverages in order to make this project happen. Newey, another partner from Ashoka, brings a unique perspective from Thailand and the Asian educational community. The two professionals at BC, Glenis and Goran provide on-the-ground knowledge and expertise of the educational system. Finally, my other student partner is always there for discussions. Every member of the team is indispensable in making the project happen.

If there are other people/partners that you will reach out to tell us who they are and why they will be important to your idea or project.

I would like to reach out to key figures in key stakeholder groups. They are executives at the Ministries of Education and the Ministries of Aboriginal Affairs, decision makers in non-profit entrepreneurial organizations such as OCRI and TiE Global, experts like Guy Kawasaki and Tom Byers, management at alternative educational groups like the Montessori Schools as well as reporters in media. These connections are important to my project because the knowledge from educational experts and entrepreneurial groups will contribute to the successful creation of the ideology/guideline, the ministries of education and the ministries of Aboriginal Affairs will speed up the implementation of change-making committees and the non-profit groups and media will accelerate the growth of this project overall.

Describe the kinds of support you receive (other than money) or will need to support your idea or project (e.g.: donated, space, equipment and volunteers)

I would love to receive support in the areas of connections, volunteers and space. The most important of the three is the brokering of introductions which will allow me to access the networks as stated in the previous question. Volunteers will also be great. The support from volunteers can be used in doing research and at web-design and marketing because they can help grow the project's online presence and awareness at the beginning stages. Lastly, an incubator which would allow my team and I to brainstorm and meet will help us focus and reach our targets faster.

Do you currently have funding for your idea or project?

No (skip next two questions)

Exchanges Unite Us - Intercultural Exchanges in NWT

The CRE was founded on the premise that together we can build a generation of leaders that will redefine and strengthen existing relationships between Canada's peoples. This is a national process that walks the talk, and truly believes in and has activated the idea that ‘exchanges unite us’ across Canada. It is a youth-led initiative that targets Canadians between the ages of 18-30, giving them access to experiential knowledge and intercultural participation that will build new understandings between college and university students and Aboriginal youth and their communities.

Sobre Você

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Sobre Você

Nome

Kiera

Sobrenome

Kolson

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KieraKolson

About You, Your Group, or Your Organization

Name

Canadian Roots Exchange - Les échanges des racines canadiennes

Country

Canadá, NT

Please confirm that this project could benefit First Nations, Métis and Inuit Peoples

Sim

URL do Twitter

What categories best describe who your group or organization serves (check all that apply)

First Nations, Métis and Inuit people, Outros.

What best describes your group or organization

Non-profit organization.

How long have you, your group, or your organization been operating?

Entre 1 e 5 anos

INOVAÇÃO

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Name Your Project.

Exchanges Unite Us - Intercultural Exchanges in NWT

Tell us the story of your idea or project

The CRE was founded on the premise that together we can build a generation of leaders that will redefine and strengthen existing relationships between Canada's peoples. This is a national process that walks the talk, and truly believes in and has activated the idea that ‘exchanges unite us’ across Canada. It is a youth-led initiative that targets Canadians between the ages of 18-30, giving them access to experiential knowledge and intercultural participation that will build new understandings between college and university students and Aboriginal youth and their communities. The CRE has already mobilized plans to expand our reach to high school age youth as well and will be running and Exchange with Pelican Falls HS this coming summer. The Canadian Roots Exchange project brings Aboriginal and non-Aboriginal youth together on one, two or three-week journeys, with the ultimate goal of having exchanges and field courses in Aboriginal communities, organizations and businesses in every province and territory across Canada. CRE programming is directly coordinated and led by young people in partnership with adult cultural and community resources. Each participant is encouraged to actively bridge what has been repeatedly identified through research as a critical ‘knowledge divide’ in this country. The CRE has developed a multi-faceted experiential educational model that effectively bridges this long-standing cultural divide through respectful dialogue, play, laughter, ceremony and interpersonal sharing sessions.

As a facilitator and multi-disciplinary artist I find that people are more open to learning about the truth even if it isn't so nice when you approach them from a non-confrontational artisan perspective. I hope that by providing a safe space and opportunity for my participants to listen, learn and participate in our Dene culture this exchange will initiate healthy working relationships on various levels throughout our Territory and across Canada. This is why I am working with youth across Canada to continue to build a national educational initiative called the Canadian Roots Exchange (CRE). This summer we will be running two intercultural exchange between Aboriginal and non-Aboriginal youth in the North West Territories. I am applying for this Change Maker funding for this project because we will need approximately $50,000.00 to fund it because of the distance. This exchange would not only provide an opportunity to introduce the participants to our traditions but also provide them with a chance to immerse and open themselves up to a whole new world of understanding with regards to the Indigenous Identity, traditions and protocols. I believe I am a Change Maker because I inspire others to believe in their individuality. We are all here to accomplish great things and inspire many but it begins with knowing and loving who you are because you are the only you this world will ever know, so shine through your strengths and gifts. Follow your heart and you can provide a path for others to follow your lead. The creator doesn't make mistakes the creator makes master pieces and that is exactly what we all are.

The Canadian Roots Exchange in the North West Territories will take 14 participant (7 Aboriginal & 7 Non-Aboriginal Youth) led by two intercultural leaders and two cultural guides on a 10-day exploration of the strengths and struggles of the people living in and around Yellowknife. The projects will run in June and August and will bring together elders, leaders, community worker and youth to share and learn from each other. By contextualizing Aboriginal traditions and practice through a contemporary and holistic educational experience and promoting youth leadership development, the Canadian Roots Exchange seeks to build a better understanding of our cultural roots and promote the positive potential of building a better future together.

Define your idea / project in 1-2 short sentences

The Canadian Roots Exchange seeks to bridge the cultural divide in Canada through intercultural youth-to-elder exchanges and field courses in the NWT.

Selecione o estágio que melhor se aplica à solução

Expanding (it has been running for a while, has grown, you know it is making a difference and now you want to expand)

IMPACTO SOCIAL

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Please tell us about the social impact of your idea or proect

The Canadian Roots Exchange is dedicated to fulfilling our vision and fostering a generation of leaders who will take action to build a cooperative, proud future for Canada. For Aboriginal youth, we provide a leadership opportunity, and an opportunity for many Aboriginal youth from many parts of this country to see other communities, learn about the unique cultures of other Aboriginal communities and to see the strength of the communities that are thriving in Canada. For non-Aboriginal youth, we offer an opportunity to experience a part of their country that otherwise would never be opened to them, to see both the strengths and the struggles through the words of proud leaders from the communities. For the communities we provide an opportunity to share knowledge with the next generation.

Your Future Goal(s): Tell us what you hope to achieve with your idea or project in the next year

Expand our initiative into a national youth cultural program, operating exchanges in every province and territory in Canada.

In 5 years, what will be different as a result of your idea/project?

Sharing Aboriginal identity is at the heart of this country’s national well being and will persist as the greatest challenge for generations of Aboriginal leaders to come as they embark on a process of reconciliation with the peoples of this land. Of fundamental importance to uniting around a shared character is the exploration of Canadian Aboriginal heritage and its influences on modern national policy and culture. The continued growth of the Canadian Roots Exchange will build a generation of leaders with the knowledge and experience to negotiate a better treaty relationship between Aboriginal Peoples and Canada. This program will also inspire hundreds of young Canadians both Aboriginal and Non-Aboriginal to see their country through a different, indigenous lens.

SUSTENTABILIDADE

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Tell us about the people/ partnerships that are already involved and why they are important to your idea or project.

We have been very fortunate to create healthy working relationships with various people, business's and nations. These healthy working relationships are important to our project because when sharing traditional teachings the approach is different then the western context. We understand that in order to provide a well rounded adequate exchange that we will have to work within the capacity of our community and we look forward to working alongside everyone.

If there are other people/partners that you will reach out to tell us who they are and why they will be important to your idea or project.

Various partners will contribute to the success of our exchange, one for example will be The Healing Drum society. We are approaching them to assist with creating a better understanding on Residential School Era and it's effects,as well as providing emotional support to our participants. The Healing Drum Society's participation will be essential in assisting with providing our participants with a better understanding of just how damaging the intergenerational effects are of the Residential School Era, and how we can collectively move forward into a healthier educated relationship. If people learn something, they can't unlearn it.

Describe the kinds of support you receive (other than money) or will need to support your idea or project (e.g.: donated, space, equipment and volunteers)

Accommodation-Possible for donation-in-kind.
Food-Possibility for Traditional Food and contemporary food donated.
Facilitator: Presentations/Facilitation some individuals may donate their time.
Teaming up with the rec-coordinator will assist with easier integration into the community dynamic.

Do you currently have funding for your idea or project?

No (skip next two questions)

Actua in the North

A leader in educational outreach, Actua has a twenty-year track record of providing hands-on, confidence-building programming in science, technology, engineering and math (STEM) to ALL youth, regardless of their location, socio-economic situation, gender or ability. We are committed to engaging young Canadians (ages six to sixteen) who are typically underrepresented and underserved in STEM, and we have invested heavily in the development and delivery of customized programming for specific youth audiences that virtually no other organization reaches.

Sobre Você

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Sobre Você

Nome

Jennifer

Sobrenome

Flanagan

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Jennifer Flanagan

About You, Your Group, or Your Organization

Name

Actua

Website

Country

Canadá, ON

Please confirm that this project could benefit First Nations, Métis and Inuit Peoples

Sim

URL do Twitter

https://twitter.com/#!/ActuaCanada

What categories best describe who your group or organization serves (check all that apply)

First Nations, Métis and Inuit people.

What best describes your group or organization

Non-profit organization.

How long have you, your group, or your organization been operating?

Mais de 5 anos

INOVAÇÃO

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Name Your Project.

Actua in the North

Tell us the story of your idea or project

A leader in educational outreach, Actua has a twenty-year track record of providing hands-on, confidence-building programming in science, technology, engineering and math (STEM) to ALL youth, regardless of their location, socio-economic situation, gender or ability. We are committed to engaging young Canadians (ages six to sixteen) who are typically underrepresented and underserved in STEM, and we have invested heavily in the development and delivery of customized programming for specific youth audiences that virtually no other organization reaches.

To this end, Actua introduces Aboriginal youth to life-changing STEM experiences, and over the years, we, along with our member organizations located at Canadian colleges and universities, have engaged tens of thousands of First Nations, Métis and Inuit Peoples through our programming. Twelve years ago, as a way to engage isolated communities located beyond the geographical reach of our network, we developed Actua in the North, a customized outreach program for Aboriginal youth living north of 60°.

At the time, our northern member, located in Nunavut, lacked the staff and resource capacity to deliver our programming to its local communities. We, in turn, sent a team of instructors to provide assistance, and in 2000, Actua’s first northern camp took place in Iqaluit. The success of our project spread quickly through word-of-mouth to other northern communities, highlighting the need for an outreach model in Canada’s North. Since then, Actua has developed its own highly-trained Outreach Team, which now delivers dynamic locally and culturally relevant programming to 30-40 northern communities annually.

Actua’s northern programming sparks a curiosity for science that extends beyond the classroom. Through school workshops and one-week camps, youth not only discover but experience various careers through fun hands-on activities that emulate what it is like to solve real-life challenges. We work with community partners to showcase local and emerging career opportunities and engage local STEM professionals as mentors whenever possible. We also engage local Elders as well as other Aboriginal role models who impart traditional knowledge and help youth make their own cultural connections to the study of science.

Skills in STEM are critical to helping underrepresented groups realize their potential. They help build the confidence needed to seek educational opportunities, establish economic independence, and find a voice in society. By extending our programming, Actua fulfilled a growing need to provide Northern youth the chance to discover new skills and interests. In this way, we are helping form a first-generation of post-secondary students and contributing to the development of a much-needed diverse perspective to Canada’s economy.

Evaluations of Actua’s Northern programming consistently demonstrate that we are increasing awareness of, and interest in, science. A recent evaluation of our health science camps indicated that 87 percent of participants strongly agreed with the statement “I am excited about the career opportunities I learned about,” while 70 percent indicated they now want to study health sciences at college or university. These results are reinforced by the ever-increasing demand for our programming and through the excellent feedback we receive from community contacts, parents, Elders, and volunteers.

Define your idea / project in 1-2 short sentences

From the Yukon, across the Northwest Territories, to Nunavut, Actua annually inspires thousands of Aboriginal youth to achieve their potential through STEM.

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Expanding (it has been running for a while, has grown, you know it is making a difference and now you want to expand)

IMPACTO SOCIAL

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Please tell us about the social impact of your idea or proect

Actua in the North offers a positive, safe environment where youth are free to experiment and learn from their mistakes.This hands-on, real-life approach increases curiosity and confidence and invites youth to explore and achieve the exciting academic and career opportunities available to them across a variety of STEM fields.

Involving local leaders, Elders, and Aboriginal instructors provides youth with exceptional role models and creates a shared experience among the community. At the same time, through our culturally relevant content, we facilitate the science of local and regional development so that youth understand how local development affects them. It also enables youth to comprehend the role they may play as participants in a strong and diverse local workforce.

Your Future Goal(s): Tell us what you hope to achieve with your idea or project in the next year

Beyond growing our program, we will strengthen our impact by returning to communities we already serve.

In 5 years, what will be different as a result of your idea/project?

In five years, as a result of Actua in the North:
- An additional 15,000 to 20,000 Aboriginal youth will have increased confidence and desire to pursue studies in STEM fields;
- Northern youth will have a greater awareness of the STEM career opportunities available to them in their local communities and across the country;
- We will have promoted healthy living and Northern health science careers, inspiring Northern youth to pursue their dreams in these critical fields.

SUSTENTABILIDADE

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Tell us about the people/ partnerships that are already involved and why they are important to your idea or project.

Actua partners with local schools to deliver hundreds of workshops. We also partner with local communities and community organizations (Hamlet offices, Inuit associations, Friendship Centres) to deliver week-long camps throughout the summer. Communities promote the camps locally and provide access to suitable camp locations. In turn, all programs are provided free of charge.

Local Elders, parents and volunteers bring traditional knowledge and cultural experiences to our camps. Through partnerships with cultural organizations such as the Nunavut Sivuniksavut Program, we hire local Aboriginal students to assist us with program delivery. In addition to being role models, they are also cultural liaisons.

If there are other people/partners that you will reach out to tell us who they are and why they will be important to your idea or project.

Actua will be working to strengthen its relationships with Nunavut Tunngavik Inc. and regional Inuit associations. We also hope to develop stronger relations with Aboriginal organizations in Yukon Territory and Northwest Territories as we continue to expand our programming. These partnerships are absolutely essential as we work to ensure that our programming meets the local needs and interests of the communities we engage.

Describe the kinds of support you receive (other than money) or will need to support your idea or project (e.g.: donated, space, equipment and volunteers)

Actua’s community and cultural partners provide a variety of in-kind support that facilitates the delivery of northern programming. Camps and workshops often take place at local community centres or schools that are offered free of charge through relationships with our member and Aboriginal community organizations. Actua also receives assistance from volunteers including high school students and local residents. Many of our community contacts in the north also provide local travel and accommodations to our outreach staff.

Do you currently have funding for your idea or project?

Yes (answer the next two questions)

Yesterday, Today & Forever

Yesterday, Today, & Forever, will be a short book series that contains a compilation of success stories from a variety of Aboriginal people through out Canada. We are currently working on getting our first book released, which includes success stories from the late Gordon Tootoosis, Lorne Cardinal, Michelle Thrush, Andrea Menard, Kendal Netmaker, and more. The theme of each story flows with the title of the book series: Yesterday, meaning what was their past like.

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Nome

Christine

Sobrenome

Ginter

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About You, Your Group, or Your Organization

Name

Inspiring Youth 4 Success Inc.

Country

Canadá

Please confirm that this project could benefit First Nations, Métis and Inuit Peoples

Sim

URL do Twitter

Youtube URL

What categories best describe who your group or organization serves (check all that apply)

First Nations, Métis and Inuit people.

What best describes your group or organization

Non-profit organization.

How long have you, your group, or your organization been operating?

Menos de um ano

INOVAÇÃO

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Name Your Project.

Yesterday, Today & Forever

Tell us the story of your idea or project

Yesterday, Today, & Forever, will be a short book series that contains a compilation of success stories from a variety of Aboriginal people through out Canada. We are currently working on getting our first book released, which includes success stories from the late Gordon Tootoosis, Lorne Cardinal, Michelle Thrush, Andrea Menard, Kendal Netmaker, and more. The theme of each story flows with the title of the book series: Yesterday, meaning what was their past like. Today, where they are today, and Forever, describing their future plans in how they will continue to make a difference in the world.
We have conducted over 20+ interviews and have some of the following lined up for interviews in the year 2012: Susan Aglukark, Michelle Wright, and Adam Beach.
You know when you have those moments where it is as if an idea was dropped into your heart from the creator? That is exactly how I describe the beginning of this idea. I attended a teacher conference regarding low student success rates amongst Aboriginal youth within Saskatoon. The statistics were not a surprise, as it has unfortunately been a trend for some time now. The speaker challenged us to come up with ideas/ways/methods that we as teachers could implement to work at changing the stats. After the conference was over, my mind was still in brainstorming mode. I felt as if I had to do more than just what was discussed within the conference. This is where the book idea began. (April 2011) From there, I started contacting people for their interest and everyone I contacted was willing to arrange an interview. I used my own life story as a guide for an outline for interview questions. By the end of August of 2011, I had conducted 20+ interviews. Therefore, the response and support was incredible. This is also gave me the assurance of how much a resource like this is needed not only for Aboriginal youth, but also for the rest of society. I have found that many non Aboriginal people get their perceptions about Aboriginal people from the media, so this resource will help to shed light on the Aboriginal culture in a different way.

Define your idea / project in 1-2 short sentences

A book series called Yesterday, Today, & Forever, which will contain a compilation of success stories from a variety of Aboriginal people through out Canada.

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Start-Up (a project that is just getting started)

IMPACTO SOCIAL

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Please tell us about the social impact of your idea or proect

The book series will benefit the Aboriginal culture for many reasons:
- The Curriculum guides for SK schools lacks resources regarding Aboriginal content and containing content from Aboriginal authors/editors.
- Although the content in YTF focuses on how the individuals succeeded, it also points out some of the challenges/struggles the individuals faced. We have to relate to the youth by sharing ways to overcome some of life's challenges.

Your Future Goal(s): Tell us what you hope to achieve with your idea or project in the next year

Our goals is to get 300 books into the hands of Aboriginal youth.

In 5 years, what will be different as a result of your idea/project?

That more youth "at-risk" are inspired and motivated to achieve their goals/dreams regardless of their upbringing and/or struggles. We selected a variety of people from a variety of backgrounds, so that each reader can relate to at least one person in the book.
We will also have a reflection section in the book, where we will encourage youth to provide us with feed back after reading the book. With their consent, we will post their feedback on our dreams feed on our website. We not only want to get the resources in their hands, but to also hear their feed back to know how the book is making an impact. This will also enable us to find out how we can improve the next book.

SUSTENTABILIDADE

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Tell us about the people/ partnerships that are already involved and why they are important to your idea or project.

There are a few teachers that are interested in using the book as a lesson within their class room.

If there are other people/partners that you will reach out to tell us who they are and why they will be important to your idea or project.

Approximately 100 words left (800 characters).

Describe the kinds of support you receive (other than money) or will need to support your idea or project (e.g.: donated, space, equipment and volunteers)

At this point, we have been doing all of the work ourselves. This includes myself, my husband Ryan, and my 19 year old brother who is Metis and also a board member for Inspiring Youth 4 Success Inc.

Do you currently have funding for your idea or project?

No (skip next two questions)

supporting our youth through rites of passage

Rites of passage is actually a retelling or rekindling of our Moontime teachings and visions questing. this project would help our communities come together to support the youth to become an integral part of the community. it would foster healthy attitudes towards self, community, culture, acadaemia, and society. these rites would also act as a way of connecting with ancestral roots, nature, and learning tradtional knowledge. our youth would be proud of their culture, themselves and their community. Currently there seems to be a rekindling and re-awakening of a thirst for this knowledge.

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Nome

jackie

Sobrenome

tenute

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journeythroughlife

About You, Your Group, or Your Organization

Name

Website

Country

n/a

Please confirm that this project could benefit First Nations, Métis and Inuit Peoples

Sim

URL do Twitter

URL do Facebook

Youtube URL

What categories best describe who your group or organization serves (check all that apply)

First Nations people, Métis people, Inuit people, First Nations, Métis and Inuit people, Outros.

What best describes your group or organization

Community group or youth group, Cultural and language program, Non-profit organization.

How long have you, your group, or your organization been operating?

Menos de um ano

INOVAÇÃO

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Name Your Project.

supporting our youth through rites of passage

Tell us the story of your idea or project

Rites of passage is actually a retelling or rekindling of our Moontime teachings and visions questing. this project would help our communities come together to support the youth to become an integral part of the community. it would foster healthy attitudes towards self, community, culture, acadaemia, and society. these rites would also act as a way of connecting with ancestral roots, nature, and learning tradtional knowledge. our youth would be proud of their culture, themselves and their community. Currently there seems to be a rekindling and re-awakening of a thirst for this knowledge. The youth have been asking for this type of cultural reclamation that affirms them in who they are as members of the Aboriginal nations of our country.

Define your idea / project in 1-2 short sentences

Aboriginal rites of passage will work with women to share moontime teachings and other womanly knowledge. male traditional knowledge will follow

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Start-Up (a project that is just getting started)

IMPACTO SOCIAL

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Please tell us about the social impact of your idea or proect

Aboriginal rites of passage will impact our communities through fostering healthy youth into adulthood. the rites of passage will support our youth in acknowledging and being proud of their Aboriginal nationhood and reclaiming our traditions and being assured of their place in society. this will give them the confidence and strength to challenge unhealthy behaviors, prevent possible gang involvement, reconnect with ancestral roots, nature, and have an "obligation to service to the larger community"(www.gjcpp.org).

Your Future Goal(s): Tell us what you hope to achieve with your idea or project in the next year

to create healthy community planning through the community's expectations of our youth during their rite of passage.

In 5 years, what will be different as a result of your idea/project?

to create healthy community through community development with the implementation of our youth as they graduate. Graduates will act as mentors for initiates, both graduates and initiates will have an "orientation to recognize that service to the community is an essential part of becoming a fully functioning adult in society" (www.gicpp.org. the community will come together to honor and celebrate their new adults and initiates.

SUSTENTABILIDADE

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Tell us about the people/ partnerships that are already involved and why they are important to your idea or project.

Grandmother Isabelle Meawasige and her non profit organization Grandmother's Lodge is involved. Isabelle carries wisdom and knowledge that will be integral to this process. there is also a circle of grandmothers that will be assisting and helping our youth: Grandmother Elaine Endanawas and Grandmother Nancy Myatt and Grandmother Dorothy Meness

If there are other people/partners that you will reach out to tell us who they are and why they will be important to your idea or project.

I am hoping to reach out to the Global Journal of Community Psychology Practice - Promoting Community Practice for social benefit. as well as www.rope.org

both organizations deal with rites of passage as a framework for community interventions with youth

Describe the kinds of support you receive (other than money) or will need to support your idea or project (e.g.: donated, space, equipment and volunteers)

other grandmothers and grandfathers and elders with traditional knowledge. land on which to have vision quests, fasting and sweatlodges and other ceremonies.

Do you currently have funding for your idea or project?

No (skip next two questions)

Temagami Community Foundations- Art Camp

I am entering this project on behalf of the Temagami Community Foundation. I am the youth director on the Board. I participated in the Art Camp when I was little and I have volunteered to work at it as a teenager.

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Nome

Kendall

Sobrenome

White

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kmelissa.w

About You, Your Group, or Your Organization

Name

Temagami Community Foundations

Country

Canadá, ON

Please confirm that this project could benefit First Nations, Métis and Inuit Peoples

Sim

URL do Twitter

URL do Facebook

Youtube URL

What categories best describe who your group or organization serves (check all that apply)

First Nations people, Outros.

What best describes your group or organization

Community group or youth group, Non-profit organization.

How long have you, your group, or your organization been operating?

Mais de 5 anos

INOVAÇÃO

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Name Your Project.

Temagami Community Foundations- Art Camp

Tell us the story of your idea or project

I am entering this project on behalf of the Temagami Community Foundation. I am the youth director on the Board. I participated in the Art Camp when I was little and I have volunteered to work at it as a teenager. The Mission for the Temagami Community Foundation is “Co-operatively and actively nurture and care for the place we know as Temagami - the land and its inhabitants - for today and the future.” The Board was looking for a project that would bring children together in an environment where they would learn about each other and learn as equals, and where our mission could be brought to life. Temagami is a beautiful place where people come to, where people live, and where my people the Teme- augama Anishnabai have always been. The camp has been hosted in my community for most of the years of operation. The camp director is a woman, Bettina, who come to Canada each year from the United States. She with a number of volunteers from each of the three sectors of our community organizes and runs the camp with 40 children. Activities include painting, dancing, story telling, theatre, music lead by people from our community, the seasonal and local people. Each year there has been a waiting list. Last year they accepted 50 and we still had a waiting list. We know that this camp is making a difference because people who do not live here change their holiday time to come so their children or sometimes their grandchildren can attend the art camp. This project gives our community an opportunity to share our stories, and an opportunity to learn about our neighbours who live and share this land with us.

Define your idea / project in 1-2 short sentences

The Temagami Community Art Camp brings children and adults from the Seasonal, Local and First Nation sectors of this community together for a week each year to

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Established (it has been running for a while, has grown and know it is making a difference)

IMPACTO SOCIAL

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Please tell us about the social impact of your idea or proect

This project has had made a significant difference for the young people in our community and for the young people who live and visit our community. There is a story in one of our newsletters about a boy from Bear Island walking down the street in Temagami the week following the Art Camp. As he was walking with his dad, he heard his name, another child yelled at him from across the street. He excitedly looked up at his dad and said “He’s calling me.” That had not happened before. The camp breaks down barriers, opens up social relations and it is happening at a young age. This kind of sharing will stay with them forever.

Your Future Goal(s): Tell us what you hope to achieve with your idea or project in the next year

The Foundation would like to institutionalize the project, to continue to learn and share through art.

In 5 years, what will be different as a result of your idea/project?

• The project will still be operating, and funded through an endowment fund. There will be other projects that are supported by all three sectors of the community. Our project will be a model for those communities who share some of the same sectors.

SUSTENTABILIDADE

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Tell us about the people/ partnerships that are already involved and why they are important to your idea or project.

Bettina, our art camp director, has been for 10 years, is an artist who has shown great commitment to the camp comes from the United States. Elders from our community has provided storytelling, sharing some of our stories. Children from our community, children who live in town, and children who come to visit every summer are the participants. Artisans, and musicians from the three sectors volunteer their time to share their gifts with us, teaching us.
The Art Camp has been supported through flow through donations to the Foundation on a yearly basis. We need all of these sectors to participate to fulfil our mission, to understand why this place is so important to all of us.We receive a flow through donation each year to host this camp.We are currently seeking a donor who will endow this.

If there are other people/partners that you will reach out to tell us who they are and why they will be important to your idea or project.

We are always looking for new people to participate especially those who have gifts that can be shared with the children. We like to expose them to a wide variety of arts, craft, dance, and music.

Describe the kinds of support you receive (other than money) or will need to support your idea or project (e.g.: donated, space, equipment and volunteers)

The Temagami First Nation provides all the physical space for the project, they have a recreation building, a school with a gym. They also provide human resource support by assigning some their summer students to help us out with delivery of the program. We have volunteers, some now who were participants. We have elders who from our community who participate. Registration is done by a local volunteer in the spring. Artisans and musicians volunteer from all the sectors of the community participate.

Do you currently have funding for your idea or project?

Yes (answer the next two questions)

Running Free Project

The Running Free Project was born when two couples met, when one of them was looking for a run-away horse. That horse, named Free, made her way through the bush and swamp to Running Horse Ranch. Neighbors excitedly announced that Free had been seen there. Thus, the owners of the horse met the owners of Running Horse Ranch, and began to learn about that facility.

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RhondaAndDarcy

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SnoeshoeAndWhitecrow

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Running Free Project

About You, Your Group, or Your Organization

Name

Running Free Project

Country

Canadá

Please confirm that this project could benefit First Nations, Métis and Inuit Peoples

Sim

URL do Twitter

Youtube URL

What categories best describe who your group or organization serves (check all that apply)

First Nations people, Métis people.

What best describes your group or organization

Community group or youth group, Cultural and language program, Non-profit organization.

How long have you, your group, or your organization been operating?

Menos de um ano

INOVAÇÃO

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Name Your Project.

Running Free Project

Tell us the story of your idea or project

The Running Free Project was born when two couples met, when one of them was looking for a run-away horse. That horse, named Free, made her way through the bush and swamp to Running Horse Ranch. Neighbors excitedly announced that Free had been seen there. Thus, the owners of the horse met the owners of Running Horse Ranch, and began to learn about that facility.

Running Horse Ranch was founded in 2002, by Kim and Rhonda Shoemaker. Rhonda is part Anishinaabeg; her father is registered at White Earth, in the United States. Rhonda's interest in horses therefore tended to the First Nations breeds that were developed in North America. Kim and Rhonda first began to acquire Nez Perce breeding stock. The Nez Perce horse is a tall, slender animal bred for running and hunting buffalo on the grass plains. A short time later, another opportunity presented itself: The Lac La Croix ponies, which had been moved to Minnesota some years previously, were in need of a home. Rhonda and Kim agreed to take the ponies in. Since the number of ponies was small, the Shoemakers began a breeding program. The Ranch now houses some 35 ponies; this is about half of the remaining world stock.

Darcy Whitecrow and Kimberlee Campbell came to the Ranch to find their lost horse. Darcy is Anishinaabeg, and a band member at Seine River First Nation. A single father for many years, and former social worker, Darcy has long been involved with the education of First Nations youth, finding activities to develop traditional identities and life skills. He recently taught a course on "The Land is Our Teacher" (sponsored by Shooniyaa Wa-Biitong) at Seine River. Dr. Campbell is a semi-retired Harvard professor of languages who currently does consulting work in the United States, helping bands, colleges and universities put together materials to teach Lakota, and to train teachers of First Nations languages.

When these two couples began to talk, the idea for the Running Free project was born. The Project seeks to help First Nations and Métis youth, who, caught in the tension between white and native, traditional and modern, reservation and town, have a significant incidence of substance abuse, a high rate of school dropout, low effective life skills and an elevated rate of suicide and other self-harmful behaviors. The goals of the project are to use the Lac La Croix and Nez Perce horses to help local First Nations and Métis youth to discover and value their own capabilities, talents and traditions. By working with horses -- grooming, feeding, watering, cleaning stalls, ground training and riding -- youth from the Treaty Three area can benefit not only by rediscovering a local First Nations tradition of horse use, but by developing life skills, self esteem and leadership qualities.

After an experimental series of week-ends with a limited number of children, during which a start-up curriculum using the principles of Equine Assisted Learning was developed, a full day involving thirty-five young people from Seine River took place on January 21st, 2012. This day was funded by Motivate Canada as a pilot for the Running Free project. Going forward, the Project, if funded, plans to organize monthly classes for the large group from Seine River. Motivate Canada has already agreed to fund weekly training as facilitators for a smaller number of older Seine River youth, so that they can help monitor the activities of younger children as the Project goes forward. Further, interest in participating has already been expressed by members of the Lac La Croix, Onigaming, Nigigoonsiminikaaning, Big Island, and Northwest Bay reserves.

Define your idea / project in 1-2 short sentences

The Running Free Project helps First Nations and Metis youth develop self-reliance and leadership qualities by working with Nez Perce and Lac La Croix horses.

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Growth (the project is up and running and is starting to move forward)

IMPACTO SOCIAL

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Please tell us about the social impact of your idea or proect

The project supports the reintegration of First Nations youth with their traditional culture and value system, through Equine Assisted Learning. Using a series of activities requiring a human/horse partnership, the horse itself teaches the traditional values of respect, honesty, humility, bravery, truth, wisdom and love. The horse's uncanny ability to read human body language and sense emotion encourages honest interaction between handler and horse. First Nations and Metis youth with social and emotional difficulties find their journey towards a personal expression of the traditional values facilitated by accomplishing tasks with their equine partner. These accomplishments enhance self-esteem and promote leadership, qualities then applicable in other academic and professional situations.

Your Future Goal(s): Tell us what you hope to achieve with your idea or project in the next year

We will continue to work with Seine River youth as well as expanding to other reserves in the Treaty Three area.

In 5 years, what will be different as a result of your idea/project?

The youth currently in this program will have learned valuable life skills (confidence, self reliance, leadership) and become involved in a healthy, athletic pursuit. They will also have learned traditional lifestyles through work with the horses, who until recent decades were present on many of the reserves, and as a result of horse-camping trips, where hunting, tracking, lodge-building, and other traditional practices can be taught. Finally, we hope that some of the youth in this program will become certified as Equine Assisted Learning facilitators working in programs throughout Canada. Others, as a result of their involvement with the program, will have the self-esteem and motivation to hold jobs either within First Nations communities or outside in a larger Canadian context.

SUSTENTABILIDADE

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Tell us about the people/ partnerships that are already involved and why they are important to your idea or project.

Kim Shoemaker: life-long rider, ranch owner, small business owner.
Rhonda Shoemaker: long-term horse trainer, riding instructor, ranch owner, certified facilitator for Equine Assisted Learning, has studied horses with the Ute and Cheyenne, in particular Phillip Whiteman Jr.
Darcy Whitecrow: band member at Seine River First Nation, a fluent speaker of his language, teaches courses and workshops on traditional lifestyles. Dr. Kimberlee Campbell: teacher with more than 30 years experience, specialist in teaching languages, currently works with First Nations language revival.
Patti-Jo McCaig LeDrew: expert rider, registered nurse with the Fort Frances Family Health Team
Motivate Canada: provided funding for pilot day for Seine River youth, has pledged funding for training facilitators.

If there are other people/partners that you will reach out to tell us who they are and why they will be important to your idea or project.

Other reserves; some contact initiated with Onigaming, Lac La Croix, Nigigoonsiminikaaning etc. It will be important to involve as many youth from the Treaty Three area as possible.

Describe the kinds of support you receive (other than money) or will need to support your idea or project (e.g.: donated, space, equipment and volunteers)

We have benefited from:

1. Financial support from Motivate Canada to fund the pilot day, and pledged funding to train First Nations facilitators.
2. Donation of time from good riders in the community to work with youth.

We will need going forward:
1. Financial support to take care of the herd of Lac La Croix ponies and Nez Perce horses, including feed, veterinary, compensating workers for their time.
2. Financial support for riding, including equipment purchase, and compensating horse trainers and facilitators for their time.
3. We could use an additional small building where participants can warm up during winter months.

Do you currently have funding for your idea or project?

Yes (answer the next two questions)

To Learn: Sharing, Wisdom, Strength and Unity

To Learn: Sharing, Wisdom, Strength and Unity is a pilot project to be launched in early March 2012. Committed to working with the Assembly of First Nations Education section, and through the Canadian Teachers' Federation's Imagineaction program, we are attempting to bridge the distance between classrooms and offer a common virtual platform to share stories.

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Pauline

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Theoret

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CTF-Virtual Aboriginal Twinning

About You, Your Group, or Your Organization

Name

Canadian Teachers' Federation

Country

Canadá, ON

Please confirm that this project could benefit First Nations, Métis and Inuit Peoples

Sim

URL do Twitter

URL do Facebook

Youtube URL

What categories best describe who your group or organization serves (check all that apply)

First Nations people, Outros.

What best describes your group or organization

Elementary or Secondary school, Non-profit organization.

How long have you, your group, or your organization been operating?

Mais de 5 anos

INOVAÇÃO

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Name Your Project.

To Learn: Sharing, Wisdom, Strength and Unity

Tell us the story of your idea or project

To Learn: Sharing, Wisdom, Strength and Unity is a pilot project to be launched in early March 2012. Committed to working with the Assembly of First Nations Education section, and through the Canadian Teachers' Federation's Imagineaction program, we are attempting to bridge the distance between classrooms and offer a common virtual platform to share stories.

The impetus for this project is to give voice and leadership to a segment of our Canadian student population that has traditionally been marginalized, silent and invisible. Students from First Nations Schools will determine which aspect of their culture they wish to inform and share with others – historical, heritage, environmental, physical, emotional, political, and spiritual. The students’ idea for a story project will be linked to one, or more, of the six Imagineaction themes – Relationships, Citizenship, Health & Wellness, Leadership, Environmental Sustainability, Elimination of Poverty. Once the cultural determinant(s) and the Imagineaction theme(s) have been identified, students can embark on their storytelling project framework. Students will need to decide:
• “How does our project relate to our local community?”
• “What do we want our project to look like?”
• “What do we require to make this story-telling project happen?”

Once the project framework is determined by First Nations students, those classrooms will be twinned with public classrooms. The public classrooms will undertake a similar project, attempting to meet the same cultural determinant(s) and Imagineaction theme(s) as presented by the First Nations students, and the sharing experience begins.

This pilot project offers the opportunity to enrich awareness and knowledge of First Nations’ culture to all students in Canada. It provides a link to bridge cultural distances and to increase understanding and motivate action. The pilot project offers the possibility of focusing on our respective communities and learning from one another; it’s about celebrating commonalities and respecting differences. Most importantly, this pilot project offers an opportunity for reflection, critical thinking, leadership, action, creativity, and empowerment of the individual student.

Visit our website: www.imagine-action.ca

Define your idea / project in 1-2 short sentences

To Learn... is a virtual twinning program with First Nations students that offers an opportunity for reflection, critical thinking and leadership.

Selecione o estágio que melhor se aplica à solução

Start-Up (a project that is just getting started)

IMPACTO SOCIAL

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Please tell us about the social impact of your idea or proect

The 2010 Canadian Teachers' Federation Study of Aboriginal Teachers’ Professional Knowledge and Experience in Canadian Schools informed us that Aboriginal teachers valued the opportunity to teach Aboriginal culture and history, to foster responsible citizens, to challenge the negative stereotypes of Aboriginal people, to serve as role models and to have a positive impact on children and youth. By positively acknowledging the lives, culture and history of Aboriginal people, and by acknowledging the racism experienced by Aboriginal teachers and students, the students and teachers involved in this twinning of cultures will promote the creation of a caring citizenry and secure communities.

Your Future Goal(s): Tell us what you hope to achieve with your idea or project in the next year

Give a visible voice to First Nations students so they embrace who they are and share their knowledge and passion.

In 5 years, what will be different as a result of your idea/project?

We would love to see those visible and invisible barriers removed; those that stand in the way of First Nations student success. Only by removing these barriers that continue to allow inequitable education structures and opportunities that stifle Canadian student growth, knowledge, opportunity, passion, and motivation, will we then be able to embrace the uniqueness of cultures that is Canada.

In five years’ time, we’d like to see the entire student population, First Nations and others, embrace this cultural twinning, reflect understanding, respect, and sharing. We'd like to see an increase in confidence, self-esteem, creativity, belief and empowerment among First Nations students.

SUSTENTABILIDADE

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Tell us about the people/ partnerships that are already involved and why they are important to your idea or project.

The J.W. McConnell Family Foundation has provided the most necessary seed funding to nurture the pilot project with the Assembly of First Nations' Education Sector. Attempts are being made to secure sustainable funding beyond this pilot year to continue to provide the opportunity and personal growth to First Nations students. We value our working relationship with the Assembly of First Nations and we will continue to work together to break down barriers and instill a sense of community among all students.

If there are other people/partners that you will reach out to tell us who they are and why they will be important to your idea or project.

The Canadian Teachers' Federation and its Members and partners will continue working with AFN Education to ensure this project remains valuable and viable. We are seeking supporting partners to enable small project funds to First Nations students to effectively carry out their school-community projects under the virtual twinning project.

Describe the kinds of support you receive (other than money) or will need to support your idea or project (e.g.: donated, space, equipment and volunteers)

We have the infrastructure in place but we do require individual school-community project funding in the amounts of $500 or $750 per school. This funding enables First Nations students, and others, to do the best they can with their project development and implementation, and achieve what they set out to share with others.

Do you currently have funding for your idea or project?

Yes (answer the next two questions)

Eeyou Eenou High School Leadership Conference

Over the past two years, Youth Fusion has been working in Eeyou Istchee (James Bay Cree Communities) to engage youth in schools by developing activities with real-world applications that make school more relevant, welcoming and fun. Youth Fusion's innovative approach is to send university students or recent graduates to work as project coordinators, 25 hours per week, in northern schools for the entire 38 week long school year.

Sobre Você

Visitar websitemais ↓↑ ocultar↑ ocultar

Sobre Você

Nome

Alanah

Sobrenome

Heffez

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Youth Fusion North

About You, Your Group, or Your Organization

Name

Youth Fusion Quebec

Country

Canadá

Please confirm that this project could benefit First Nations, Métis and Inuit Peoples

Sim

URL do Twitter

URL do Facebook

http://www.facebook.com/#!/groups/109139362480517/

Youtube URL

What categories best describe who your group or organization serves (check all that apply)

First Nations people, Outros.

What best describes your group or organization

Non-profit organization.

How long have you, your group, or your organization been operating?

Entre 1 e 5 anos

INOVAÇÃO

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Name Your Project.

Eeyou Eenou High School Leadership Conference

Tell us the story of your idea or project

Over the past two years, Youth Fusion has been working in Eeyou Istchee (James Bay Cree Communities) to engage youth in schools by developing activities with real-world applications that make school more relevant, welcoming and fun. Youth Fusion's innovative approach is to send university students or recent graduates to work as project coordinators, 25 hours per week, in northern schools for the entire 38 week long school year. Our objective is to decrease absenteeism and in the long term to increase graduation rates (currently less than 1 in 10 students graduate from high school within five years).

Through our discussions with high school students and staff, Leadership has become a focus of our programming. We have helped start an active student council in the schools in Waskaganish, Waswanipi and Oujé-Bougoumou and in Mistissini we are working with established student “acti-leaders.” In each school, student council is composed of class representatives, who are elected by their peers, as well as committees that are inclusive of all interested students, from secondary 1-5 (grade 7-11).

In each community, we have been extremely impressed by teenagers’ willingness to become involved, their commitment to attending meetings, and their readiness to work toward realizing activities for their peers and their communities. Students have organized dances, movie nights, school spirit days, fundraisers, and a Halloween haunted house and more – some attended by over a hundred community members.

Youth Fusion's Leadership project coordinators had observed that there are a lot of initiatives within each community, but little follow-through on projects for youth. We felt that the student council would gain legitimacy and that students would be more motivated to get involved if they could work towards a large-scale regional event (something on par with the ever-popular hockey tournaments). This led to a first Leadership exchange in December 2011, during which student leaders from Oujé-Bougoumou traveled to Waskaganish to meet their student council. Two key community partners got on board: the Petaapin Youth Centre in Oujé-Bougoumou provided a budget and logistics for transportation, and Wiinibekuu School in Waskaganish arranged for students to stay overnight at the cultural camp and liberated a Cree culture teacher to lead traditional activities for the participants. During three days, students bonded through leadership games, music, camping, and traditional activities such as carving their own crooked knives and cooking beaver. This activity strengthened students' sense of belonging as members of the student councils.

The experience was so positive that we wanted to expand it to reach even more youth. We are proposing an annual Eeyou Eenou High School Leadership Conference, with the first edition scheduled for spring 2012. We anticipate participation of 40-50 high school students from 4 communities in the first year, and hope to expand after that. During the Leadership conference, youth delegates will be meet peers who are involved in student leadership across the nation. Through leadership games, traditional activities, and meetings with role models, youth delegates will develop values such as communication skills, team-work, perseverance, self-confidence, and mutual respect, which they can re-invest in their own schools and communities throughout the year.

Define your idea / project in 1-2 short sentences

Eeyou Eenou High School Leadership Conference will empower youth, motivate them to become leaders in their schools, and create a supportive peer network.

Selecione o estágio que melhor se aplica à solução

Growth (the project is up and running and is starting to move forward)

IMPACTO SOCIAL

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Please tell us about the social impact of your idea or proect

In each community, student council has helped make the school more welcoming and fun. Relationships & expectations between students and staff are slowly being transformed.

Student council reps have the capacity to become leaders in their communities but many also face obstacles such as unstable home environments, an educational system that is not adapted to their reality, and pressure from peers to take part in risky behaviours. The conference provides an incentive for youth to get involved and stay involved in their student council throughout the year and will encourage good attendance and behaviour. Students will have the opportunity to create a network of supportive peers from across the Eeyou nation, and to develop skills that can be re-invested in their schools & communities.

Your Future Goal(s): Tell us what you hope to achieve with your idea or project in the next year

Motivate students to get involved, and to stay involved, as active student council members throughout the school year

In 5 years, what will be different as a result of your idea/project?

We aim for the Eeyou Eenou High School Leadership Conference to become an annual event, hosted by a different community each year. As student delegates gain experience, confidence and leadership skills, they will take on a greater organizational role, including fundraising, logistics, communications, meal planning, and facilitating activities. Past participants who have graduated from high school will be invited as mentors and facilitators. Participants will take pride in their involvement in the student council, and will re-invest leadership skills in their home communities. The results will be a more dynamic school environment, that motivates students to attend. Youth Fusion evaluates our programs based on student participation, feedback from students, attendance and graduation rates.

SUSTENTABILIDADE

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Tell us about the people/ partnerships that are already involved and why they are important to your idea or project.

Youth Fusion is committed to provide programming in our partner schools on a daily basis throughout the entire school year. Our leadership program is supported by: McGill and Concordia Universities, Réunir Réussir, Cree Human Resources Development, Pathé Foundation, J.A. Bombardier Foundation, McConnell foundation and our partner schools. Within the communities, strong partnerships with the schools is at the heart of a successful Leadership conference as the school will host the delegates and be the focal point of activities. Furthermore, working partnerships have already been established with youth centres and youth councils in 4 communities. These partners will help with logistics in 2012 and ensure continuity in future years.

If there are other people/partners that you will reach out to tell us who they are and why they will be important to your idea or project.

In each host community we would approach the cultural department and Cree culture teachers to help plan and animate traditional activities and make sure that the programming is founded on cultural values. This was one of the most successful elements of the student exchange between Waskaganish and Oujé-Bougoumou.

We would also like the invite a representative from the National Aboriginal Role Model Program to be involved in the conference.

A contribution of $5000 from the Ashoka foundation will make it possible to hold the first Eeyou Eenou High School Leadership Conference in spring 2012 and will be used ensure that student delegates from four communities can attend. This funding will go towards transportation, materials, food and honorariums for community members who contribute to the conference.

Describe the kinds of support you receive (other than money) or will need to support your idea or project (e.g.: donated, space, equipment and volunteers)

•Accommodations for youth delegates will be provided by the school. Activities will take place in the school (auditorium, gym, kitchen), the youth centre (talent show, movie night), and cultural centre.
•We have often borrowed equipment such as snowshoes, camping equipment, sound system, etc from the school, band office and/or youth centre.
•We will approach local organizations to lend us vehicles to offset the cost of transporting youth delegates.
•We will approach the Cultural department in the host community to contribute traditional meals and activities.
•Animation and supervision will be ensured by Youth Fusion project coordinators. Teachers, youth council members, parents, elders, and other community members will be invited for additional support on a volunteer basis.

Do you currently have funding for your idea or project?

Yes (answer the next two questions)

Follow Your Songline

A songline is an Aboriginal idea. In the dreamtime, Ancestors walked through the land, singing it into being, and leaving behind them a dreaming track or songline.

Using this song they moved across the land in safety and without losing their way, the language along the line may change, but the melody remains the same, acting as a map and a guide for decedents.

We can use the songlines left by our Ancestors to guide us on our way to our dreams.

Sobre Você

Visitar websitemais ↓↑ ocultar↑ ocultar

Sobre Você

Nome

Jenna

Sobrenome

Burke

Confirm a user name that will be displayed publicly to identify your entry

CAP

About You, Your Group, or Your Organization

Name

Congress of Aboriginal Peoples' National Youth Council

Country

Canadá, ON

Please confirm that this project could benefit First Nations, Métis and Inuit Peoples

Sim

URL do Twitter

URL do Facebook

Youtube URL

What categories best describe who your group or organization serves (check all that apply)

First Nations, Métis and Inuit people.

What best describes your group or organization

Community group or youth group, Non-profit organization.

How long have you, your group, or your organization been operating?

Mais de 5 anos

INOVAÇÃO

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Name Your Project.

Follow Your Songline

Tell us the story of your idea or project

A songline is an Aboriginal idea. In the dreamtime, Ancestors walked through the land, singing it into being, and leaving behind them a dreaming track or songline.

Using this song they moved across the land in safety and without losing their way, the language along the line may change, but the melody remains the same, acting as a map and a guide for decedents.

We can use the songlines left by our Ancestors to guide us on our way to our dreams.

In 2010, The Congress of Aboriginal Peoples' National Youth Council (CAP NYC) oversaw a project aimed at reaching Aboriginal youth and encouraging them to stay in school and achieve their dreams. The first phase of the project worked was to develop a research paper on best practices called, "Stay in School: Engaging Aboriginal Students". The findings from this document, which looked at everything from current trends, risk factors, understanding Aboriginal learning, protective factors and next steps, were then used to create a youth friendly handbook.

The handbook, "Follow Your Songline: Stay in School and Achieve Youth Dreams" is narrated by an Aboriginal youth, Shania. She shares with the reader the situation which led to her dropping out of high school. She quickly sees how much more difficult life is for a person without their high school diploma and makes the decision to go back. She shares with the reader ten helpful tips on that helped her finish school and follow her songline.

Define your idea / project in 1-2 short sentences

A handbook for Aboriginal youth by Aboriginal youth to help them stay in school and Achieve their dreams.

Selecione o estágio que melhor se aplica à solução

Start-Up (a project that is just getting started)

IMPACTO SOCIAL

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Please tell us about the social impact of your idea or proect

The "Follow Your Songline" is a youth friendly handbook that speaks openly and honestly to Aboriginal youth without judgement. It is a visually appealing booklet with clearly laid out information, pictures, artwork and stories. It is narrated by an Aboriginal youth, Shania, who has a story not that other Aboriginal youth can relate to.

The research paper, "Staying in School: Engaging Aboriginal Students" is an excellent tool for service providers and educators who work with Aboriginal youth. It includes best practices and recommendations that will promote student engagement with Aboriginal students across Canada.

Your Future Goal(s): Tell us what you hope to achieve with your idea or project in the next year

I would like to seethe publications available to all schools and youth centres in Canada and in the hands of Aboriginal youth.

In 5 years, what will be different as a result of your idea/project?

Educators and youth support people will have another tool to reach out to Aboriginal youth and have best practices on how to engage and help them stay and finish school.

SUSTENTABILIDADE

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Tell us about the people/ partnerships that are already involved and why they are important to your idea or project.

Currently, the CAP NYC has distributed the two resources to each of the provincial territorial organizations which in turn, distributed them to their members. This partnership is important since it helped us reach a segment of our target population, off-reserve Aboriginal youth.

If there are other people/partners that you will reach out to tell us who they are and why they will be important to your idea or project.

We would like to target schools and Aboriginal youth centres in Canada.

Describe the kinds of support you receive (other than money) or will need to support your idea or project (e.g.: donated, space, equipment and volunteers)

We will need support to get printed copies of the resources. We would also need support in reaching out to the provincial education departments, boards and schools.

Do you currently have funding for your idea or project?

No (skip next two questions)

Rites of Passage

Localização

ottawa, ontario, Canada Ottawa, ON
Canadá
45° 28' 3.7668" N, 75° 39' 47.5128" W

This group will focus on how Aboriginal Rites of Passage for our youth of today as a way of supporting, and defining them as members of a healthy community through ceremony, Aboriginal traditional knowledge, and celebration.

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