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From March until June 2012, talented students from top universities in countries as diverse as Canada, Korea, India, Nigeria, Uganda, the UK, the USA and Taiwan were selected from more than 50 teams as finalists in the Thought for Food Global Challenge. Each university brought together a cross-disciplinary team of five students, representing a breadth of knowledge and experience.
We asked them to create projects that 1) investigate new disruptive forms of agriculture and farming for the future; or 2) educate people about the dual challenges of hunger and obesity and spark behavioral change; or 3)help people understand food waste, and the steps they can take to reduce it. Students were expected to push boundaries, merge their creativity and imaginations, and develop visionary ideas that educate, inspire and empower people. From campus awareness campaigns and smart phone apps, to agriculture reality shows, virtual games and educational urban gardens, all of the projects generated by the TFF student teams have not only been grabbing people’s attention, they are helping to change the world. Through our focus on leveraging social media, in less than 20 months since its launch, TFF has managed to engage over 6,000 young people around the world in an active discussion around food security and the future of agriculture. The participating students continue to stay actively involved in realizing their projects and act as ambassadors for TFF.

Recently I took part in a charitable initiative with the "Princes Trust" - in order to raise funding and awareness I decided to create a rap song in tribute along with a video. My offer to potential sponsors was that if they gave me £15 or more, I would include their name in the scrolling tickertape along the bottom of the video. Everyone I spoke to/heard about it were genuinely very interested in this due to its originality. I worked with my network of designers and producers to create a song, write the lyrics and record/edit the footage. I then worked with Accenture's executive, communications and corporate citizenship team to gain formal sign off on the content. The content got superb endorsement and the song is being released to the entire UK/I workforce (~12k) with the aim of helping achieve a £40k sponsorship rate for the cause. Furthermore I am working with the Princes Trust directly to use the song to promote the great work the Trust is doing and our contribution. There are discussions about monetizing the song further via iTunes and radio with proceeds going to the cause. Ultimately the value lies in reaching the relevant target audiences and making an emotional connection to communicate key messages in a memorable way.

CyberSafeBC.ca will provide an online course that helps young people understand the dangers of being digitally active. The course will be hosted by two video facilitators who lead users through the video content. Upon completion, users can take a competency-based exam and with a passing score, receive a CyberSafeBC Certificate that confirms that they are aware of online dangers and know how to be cyber safe.
Case 1: A thirteen your girl wants to have a Facebook account – like ALL her friends, but Mom says “No, you’re too young. It’s dangers to post your personal information online”. Daughter agrees. But, she has taken the online course at CyberSafeBC,ca and she is now CyberSafe certified – she know the dangers and she talk to her Mom about what she will do to stay safe.
Case 2: A 10 year old boy wants his parents to buy him a cell phone – like ALL his friends, but Dad says “No way. You wouldn’t use it responsibly”. But the son has been CyberSafe certified and he tells his Dad about the steps he will take to be sure to stay safe when he calling or messaging his friends.
Case 3: Dad thinks he may they have infected their home computer with a virus. Mom says she received another email asking for her bank information and suggests maybe the virus came from there. Their child jumps into the conversation and says, “You guys need to get CyberSafe Certified so that you know how to stay safe online. The online video course will teach you about hackers, phishers, spammers, luring and a lot more. If you pass the test, it means you know what to do to stay safe”.

Trained Reel Youth program facilitators will work directly with youth and senior participants, helping them build mutual trust and communication to tell the elder's story through the younger's vision and creativity and film. The program is a journey into the process of creative
collaboration and an opportunity for the youth to step into the role of storyteller, helping them uncover a sense of community responsibility.
As the youth work with the seniors to speak about their past, ideas, and the change they want to see in their lives and communities, the youth gain insight into another side of life on the island and access to relevant media literacy skills.
The youth learn how to:
• use a video camera,
• set up lighting,
• compose a shot,
• interview with the intention of capturing a narrative
• empathize with an experience that is very divergent from their own and use film to build empathy for their older partner
• create a story arc out of their footage and share their understanding of another, and
• translate these skills into a film that expresses their unique perspectives.
The youth are introduced to Final Cut Pro editing software and work with a professional editor to complete their film. Youth leave the program with an increased sense of capacity, confidence. Seniors leave the program with greater connection to the islands youth, the very-real social benefit of having been seen, heard, and valued for who they are and youth allies who may go on to be resources for support from chopping
wood to getting groceries.

Vamos usar o exemplo Auire Prisma (www.benfeitoria.com/prisma), um negócio social de tecnologias acessíveis (indicado pela Artemísia) criado por um engenheiro da USP chamado Fernando Gil. Ele precisava de R$60mil para viabilizar a produção do 1º lote do aparelho que desenvolveu para identificar cores e cédulas para deficientes visuais - o que traria mais autonomia para o dia-a-dia dessas pessoas (conferência de troco, escolha de roupas).
Depois de receber nossa consultoria gratuita de como apresentar o projeto de forma a gerar mobilização (orientações para vídeo, texto, recompensas, divulgação), o projeto foi publicado na plataforma. Em 3 meses de campanha, ele arrecadou R$64mil, mobilizando 218 benfeitores que contribuíram financeiramente - e ainda outros milhares que ajudaram na divulgação.
Mas não foi fácil. Desse valor, R$54mil foram levantados no último mês (R$20mil no último dia), graças à dinâmica de arrecadação da plataforma, que promete recompensas aos colaboradores se o projeto atingir sua meta de arrecadação dentro do tempo (ex. quem colaborou com R$430 ganhou o aparelho; com R$100, uma camiseta do projeto e um poema em braile) - ou seu dinheiro de volta, caso a verba para viabilizá-lo não seja alcançada (neste caso, o aparelho não seria produzido).
E como recompensas criativas e relevantes transformam simpatia pelo projeto em colaboração - e urgência mobiliza -, o projeto foi realizado, os colaboradores receberam suas recompensas, outros deficientes visuais hoje podem adquirir o aparelho - e nós ficamos com um belo case e aprendizados! Todos ganham!

For the past few years we have broadcast a number of provincial, national and international events hosted in BC and have established a large viewership audience. Some of the largest sports organizations in Canada now have "channels" on our network where all their previous broadcasts have been archived.

Our live internet broadcasts provide families, friends and fans the opportunity to watch our Canadian amateur athletes compete regardless of where the event is taking place in Canada. For example, many student athletes leave home to compete in college and university athletics and now their parents can still watch every game.

The archives of these broadcasts are also routinely used for athlete, coach and official development as well.

We have covered of a number of national and international wheelchair rugby and wheelchair basketball events, and have heard back that these broadcasts provided exposure for these sports and have inspired other athletes with disabilities to participate in them.

The Tsay Keh Dene first asked for an application like landsongs to be built. They asked this so they could fully understand the history of a specific place in response to industrial interest. This application has allowed them to compare modern environmental monitoring data with their own histories to better understand how the land is reacting to various activities.

This application is now housing many of the Tsay Keh's stories and their database grows as the elders remember more. One story will lead to another and soon the map fills up with tales of history, facts about hunting areas and journeys people have taken across the landscape. The act of recording the stories means that community members can return to the application and learn more about their own culture.

This application is actively used in land management decisions as well as supporting the treaty process. It is hoped that it might be used in the community school in the future.

These experiences teach the individuals involved to remember, but they also remind the rest of us that there is more to our culture than Hollywood, and more to our histories than is presently written down.

The digital divide is deepened by a lack of reliable information about technological accessibility for different demographic groups. We will collaborate with academic partners to research the prevalence and reliability of digital and media production resources in each locality, and gather information about the practical, social and attitudinal barriers that women face in accessing computers, software, modems, smart phones, mobile and telephone lines, and recording equipment.
Many of these existing resources will be owned by government depts, NGOs, health and education institutions, private businesses and media outlets and used by a small group during working hours. We will partner with businesses and institutions to open access to these resources for our trainees.
We will then offer ambitious but feasible media training that will demystify citizen journalism and help trainees harness the tools around them. At the end of the training 60 women and girls will understand how to source reliable information and manage quotes, understand the legal and practical considerations in whistle-blowing and criticism, show a basic grasp of a range of media and production tools including micro-blogging via SMS, posting photos, video and audio clips, collecting data, online mapping and social networking. We will also offer guidance on reporting on crisis, health, elections and climate change.
Trainees will be introduced to mentors and editors who can work with them to produce quality media for international media platforms, amplifying voices that would otherwise remain below the radar.

With this in mind, in May 2009 La Poderosa Media Project launched a Community-Based Arts Education Program in Ecuador. 2013 will be the fifth consecutive summer that a group consisting of professionals and students spends six weeks in Bahía de Caráquez collaborating and fostering promotive interaction between different demographic groups through the production of short films. Thus, La Poderosa Media Project utilizes a visual arts education program to develop in our young female participants a sense of civic responsibility, social justice, and community engagement through a “doing with” rather than a “doing for” approach.
Our Filmmaking classes are geared toward female Latin American students (high school age) and provides them with the knowledge, tools, and skills needed to produce short films and documentaries. Through intensive multimedia workshops taught by professional filmmakers and media specialists, we instruct both theory and practice, focusing on the three stages of filmmaking: pre-production, production, and post-production.
Students learn about script writing, acting, filming, sound recording, editing, among other elements related to the production of short films. By the end of each workshop the students will have learned how to create, film, and distribute their own stories.

As a young woman growing up in rural Nepal, Tara Bhattarai dreamed of becoming a journalist. But with little formal education and few opportunities for women journalists, her dream seemed out of reach. Then in 2007 GPI opened an office in Kathmandu. Tara and four other local women participated in GPI’s "The Principles & The Practice" training program, a 2-week intensive on ethical storytelling using digital technologies, followed by six months of targeted reporting exercises. Armed with a kit of multimedia tools, Tara and the other GPI reporters in Nepal learned to use digital platforms to increase access to information and create social change.

In the years since that first training, Tara has earned a strong living wage from GPI and has published more than 100 investigative feature stories on a range of pressing social issues. Working within the GPI editorial structure, she has received constant coaching, feedback and skill development. In 2010, the Prime Minister of Nepal became aware of Tara’s high-impact reporting and human storytelling, and along with other members of Parliament he used one of Tara’s articles about violence among inter-caste couples as the basis for a new law criminalizing such violence.

Tara has won or been shortlisted for more than eight international journalism awards, and earlier this year she fulfilled another dream when she became the GPI Country Editor for the Nepal news desk. As editor, Tara is responsible for training and employing the next generation of women in Nepal who dream of creating social change through journalism.

The videos are a part of the activities of the BC Women in Energy Network. The Network's goal is to increase the role that women play in the BC energy sector and to primarily support women in achieving their own defined level of success. We want women to feel that they are achieving their own professional goals, being valued in the workplace and balancing their person and work life. Part of this becomes building a community of people and support where individuals can share information, learn of opportunities, and create change. Young women will have an opportunity to see this, to see women making a difference and feel that they can achieve the same success and be a part of the industry and community.

Our solution makes a difference because women who have viewed the documentary, and utilized the SMS text messaging services, ultimately sought help and left their violent situations.
We previously held screenings of the documentary, Justice for my Sister, and subsequently conducted workshops, co-hosted by non-profit organizations that had a sound rapport within the community. We then collected phone numbers at our community screenings, added them to our listserv, and continually sent blast text messages to all our viewers.
This allows us to continue providing advice, references and resources as reminders that the community is committed to protecting all women. The goal with the text-message based hotline is not only to encourage women to report violence, but also to provoke a sense of communal responsibility.
What happens to one woman sets the tone in the community and fosters a sense of empowerment. Our main resource has been the Oficina Municipal de la Mujer, or the Municipal Women’s Office. We direct our audience members to them if they are located nearby. We have also held meetings and trainings with the police, public prosecutors, and human rights attorneys so that they are aware of our system.