Project for drum beat mozilla


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a niche social media network focusing on the promotion and protection of children and young people rights, interest and well-being by using open source ICT´s.

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Project for drum beat mozilla

  2. 2. “When a societyallows a child to be<br />killed, it started its suicide as a society.<br />Whenthey are notloved, it started<br />to recognize its<br />Lackofhumanity”<br />(Herbert de Souza - Betinho)<br />
  3. 3. OVERVIEW<br />The Focus of the Project CRIANÇA EM REDE (Children on-line) is to implement, supervise and monitor a secure and accessible focus social media community/network in the WEB as a digital space for the promotion, integration and protection of Brazilian children´s interests and well-being <br />
  4. 4. OVERVIEW<br />CHILDREN´S ON-LINE mission is to promote and protect children and teenagers interests by giving them access to free, secure and open source media enabling to express themselves and to be heard by the adults.<br />
  5. 5. OVERVIEW<br /><ul><li>To engage all society in the promotion of child and teenagers interests
  6. 6. To establish and support effective interaction and integration of child and teenagers initiatives.
  7. 7. To train and support new hotlines
  8. 8. To foster ongoing Internet safety awareness and education</li></li></ul><li><ul><li>Free Access to the Internet.
  9. 9. A commitment to positive and secure uses of the Internet
  10. 10. Shared responsibility for protection of children and young people by government, educators, parents and the Internet industry</li></li></ul><li>CHILDREN SCENARIO IN BRAZIL<br />There are about 61 million children and adolescents, representing 35.9% of the total population of Brazil.47.3% of the population ranging 0-17 years old, live in households with per capita income less than half the minimum monthly wage (about US$ 250) which shows various types of deprivation such as lack of adequate food, basic sanitation, clean water and quality education. <br />As a result, the IBGE (Brazilian research centre) also points out that about 2.7 million children between 5 and 15 years are subjected to child labor, especially in rural areas .Most cities suffer of commercial sexual exploitation of children and teenagers.<br />Regarding the education of families, 33.2% (18.9 million) have mothers with little literacy.Infant mortality rate records 27.8 deaths per 1000 live births and reaches 41.1 in the Northeast.<br />
  11. 11. CHALLENGE: INTEGRATION OF ACTORS<br />Only through coordinated actions among the various agencies, authorities and governmental and non governmental organizations, it can take full advantage of the capabilities of each, making the problems identified - both in individual and collective level - to receive proper institutional and interdisciplinary care. <br />Without this coordination, either overlapping of incoherent and ineffective actions, or in a pure and simple transfer of responsibility (the popular "game-to-push"), this un-effectiveness will continue to happen. And for this to become common practice in all Brazilian municipalities, it is essential that the role of each agency, organization and authority is clearly defined and assimilated by all stakeholders and effectively fulfilled.<br />Murillo José Digiácomo – Promotor de Justiça RS<br />
  12. 12. CHALLENGE: MOBILIZE AND INTEGRATE<br />The use of the tools of the CHILDREN ON-LINE Project brings the benefits of transparency and openness<br />The benefits of an open, secure and promote participatory empowerment of children and adolescents and all members of society will assist all the stakeholders:<br />Better understanding the needs and priorities of children and adolescents;<br />Acting on those needs with greater effectiveness;<br />Achieving improvements in efficiency and effectiveness at all levels of expertise of parents, society and government;<br />Inform decisions and outcomes, thereby increasing the reliability and safety of the child.<br />The ultimate goal is to combine the strength of the agents of surveillance and protection of rights, in the locality (municipality) with the power of new information technologies and communication through social media on the Internet.<br />
  13. 13. MAIN OBJECTIVE<br />The main objective of the Project CRIANÇA EM REDE (Children on-line) is to create a replicable social media network using open source technologies. The network ( envisages to implement, supervise and monitor a secure and accessible focus social media community in the WEB as a digital space for the promotion, integration and protection of Brazilian children´s interests and well-being by using open source information and communication technologies (Web 2.0) <br />
  14. 14. SPECIFIC OBJECTIVES<br /><ul><li>Training and capacity building of the agents acting on behalf of the rights of the children
  15. 15. Social and digital inclusion of socially and digitally excluded children
  16. 16. Monitoring the rights and legal assistance
  17. 17. Access to information and complaint
  18. 18. Instrument of integration and collaboration</li></li></ul><li>SPECIFIC OBJETIVES<br />SOCIAL INCLUSION<br />"NO CHILD SHOULD BE TREATED UNEQUALLY" (art. 2 of the UN Convention on the Rights of the Child ) <br />"Nobody was out.“<br />(Daniele Patricia Silva, 10 years in lan house learning )<br />HOW:          We can achieve significant improvements through the restructuring of educational processes and the use of new information technologies and communication.          Over 35% of 56 million people who have connected to the Internet in 2008 used an Internet lan-house and 57.1% have access to the network at home.           Minas Gerais, through the Secretariat of Science and Technology, has 571 units connected to broadband Internet. The Network has 4.5 million computers connected, placing Minas Gerais state as the largest program of digital and social inclusion of the country<br />
  19. 19. SPECIFIC OBJECTIVES<br />ACESS TO INFORMATION<br />"Every child has the right to have information important to their well-being from the various media. Adults should take care that the information they receive is healthy and help them find and understand the information they need. "Art.17 of the Universal Convention on the Rights of the Child.<br />HOW:<br />Connecting children, sharing information and knowledge, listening to her voice, promoting a sense of community values in children and educators and others involved in the promotion and protection of their rights.CLAIM: digital Wall with complaints / threads and fast and secure distribution fast to the agents intervention.<br />
  20. 20. SPECIFIC OBJECTIVES<br />INTEGRATION AND COLLABORATION<br />CHILDREN'S ON-LINE Project allows children and adolescents, in partnership with government entities and civil society to build networks of citizens who can promote i peer-to-peer communication and collaboration which are instrumental to:<br />identify problems and possible solutions<br />subsidize and support the decisions of the agents for dissemination and advocacy of their rights and<br />generate efficiencies in service delivery through alignment of government services with the expectations of the beneficiaries' rights<br />
  21. 21. 15<br />SPECIFIC OBJECTIVES<br />AGENTS CAPACITY BUILDING<br />Ensure that all stakeholders ( tutelage monitors, teachers, prosecutors, law graduate and professional and social assistance) have access to broadband connectivity and computational skills gives them a position to be more effective in implementing their duties.<br />Interconnected computers enable new approaches to teacher training and other agents, that go beyond the standard methods, hierarchical and centralized or dispersed.<br />The network aims to create centers of excellence, interconnected communities of learning and practice, producing, collectively, content and mechanisms for disseminating and defending the rights of the child.<br />One of the most significant impacts of the Project will be to support the connectivity brought by the agents of surveillance and protection of child rights. Traditional applications for training and assistance entail several difficulties:<br /><ul><li>limited time and access of the stakeholders to their permanent development.
  22. 22. dispersal and decentralization of initiatives and actions to attend the children and young people
  23. 23. lack of convergence between the defenders of the right levels in the several levels> Federal, State and Municipal</li></li></ul><li>SPECIFIC OBJECTIVES<br />FREEDOM OF EXPRESSION/MEDIA<br />The moment is propitious for the formulation of innovative strategies.<br /><ul><li>The Oslo Challenge, issued on 20 November 1999, acknowledged that "the child/media relationship is an entry point into the wide and multifaceted world of children and their rights - to education, freedom of expression, play, identity, health, dignity and self-respect, protection - and that in every aspect of child rights, in every element of the life of a child, the relationship between children and the media plays a role." </li></ul>The media is nowadays a central node in the socialization of children and adolescents (irrespective of positive or negative impacts).Like other fundamental human rights, "the right to communication" has been established as a principle of paramount importance for contemporary democracies and should also be the focus of public policies addressed to children and adolescents.<br /> Rede ANDI Brasil<br />
  24. 24. IN line with internacional and Brazilian Resolution with regard to child and young people rights, the Project envisages:<br />• to ensure that resources are provided so that children and young people have access to information; <br />• to explore ways in which support can be given to media initiatives aimed at providing greater access to children, serving their needs and promoting their rights; <br />• to create an effective and secure environment in which the media can work. <br />• to work together with media professionals to promote and protect children's rights and to respond to children's needs; <br />• to provide effective media liaison services to ensure that media have access to reliable sources of information on children's issues; <br />• to raise awareness in the media professions about the rights of children and how they can be protected and promoted by good professional practices or harmed through inappropriate policies or actions; <br />• to know and understand their rights as laid down in the Convention and Brazilian Law on the Rights of the Child, and to find and develop ways to contribute to the fulfilment of these rights. <br />• to take into account the rights of children to access, participation, media education and protection from harmful content in the development of new media products and technologies; <br />• to make the best interests of the child a primary consideration in the pursuit of commercial and financial success, so that today's children become adults in a global society in which all people are protected, respected and free. <br />• to acknowledge and support the rights of children to have access to media, participate in it and use it as a tool for their advancement; <br />SPECIFIC OBJECTIVES<br />FREEDOM OF EXPRESSION/MEDIA<br />
  25. 25. INSTRUMENT<br />USE OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)<br />A social media platform, managed, moderated and supervised, as formatted by the CHILDREN ON-LINE Project, is capable of enabling all players in the value chain the monitoring and defending the rights of children and adolescents (beneficiaries, promoters and defenders of rights) to establish an on-line learning environment, integration and collaboration, increasing the expected results. <br />
  26. 26. STRATEGY: AGGREGATE AND DISTRIBUTE<br />Using open source informationand communication technologies<br />
  27. 27. NETWORK STRATEGY: ENGAGER, LISTEN, ACT<br />First, ENGAGE, involving and compromising the beneficiaries, executors and defenders of the rights<br />Then LISTEN: demands, proposals and violations that occur during these interactions and identify the necessary devices so that the agents may need to integrate, listen and engage in the implementation of the rights.<br />Finally, ACT, using adequate solutions capable of acting effectively, quickly and measurably in compliance and meeting the demands of the beneficiaries<br />
  28. 28. LEGAL BACKGROUND<br />UN UNIVERSAL CONVENTION<br />INTERNATIONAL -the UN Convention is a universally agreed set of non-negotiable standards and obligations. These basic standards—also called human rights—set minimum entitlements and freedoms that should be respected by governments. They are founded on respect for the dignity and worth of each individual, regardless of race, colour, gender, language, religion, opinions, origins, wealth, birth status or ability and therefore apply to every human being everywhere. With these rights comes the obligation on both governments and individuals not to infringe on the parallel rights of others.<br />LEGAL BINDING IN SCHOOLS<br />ANOTHER LAW (NO. 11.525 of 2007 )requires the inclusion in the curriculum of basic education contents addressing the rights of children and adolescents, including production and distribution of educational materials.<br />HOWEVER, NEITHER LAWS HAVE BEEN COMPLIED WITH BY THE AGENTS OF THEIR RIGHTS AND CHILDREN ARE INCREASINGLY ABANDONED…<br />BRAZILIAN LAW<br />BRAZILIAN - The Brazilian Law on the Rights of the Children and adolescents , (8.069 of 1990, is the first legally binding Brazilian instrument to incorporate the full range of human rights—civil, cultural, economic, political and social rights. It spells out the basic human rights that children have. TheLaw protects children's rights by setting standards in health care; education; and legal, civil and social services.<br />
  29. 29. 22<br />MODEL: UTILIZATION OF ICT´S<br />The Internet is no longer the World Wide Web and become the Global Network of People.<br />Studies show the dramatic evolution of the Internet in Brazil, such as: one in every three people is connected to the Web, that is: 70 million of people navigating in the Internet every day! Out of this population, 79% are in the social media spaces: 62% are Young people .<br />
  30. 30. MODEL: UTILIZATION OF ICT´S<br />Social Media: describes the online technologies and practices that people use to share opinions, experiences, perspectives and the media itself. Social media can take different forms such as text, images, videos. These spaces on the Internet typically use technologies such as blogs, message boards, podcasting, wikis that allow users to interact in a simple and enjoyable way.<br />
  31. 31. MODEL: UTILIZATION OF ICT´S<br />These networks of people are increasingly becoming more powerful, independent and a vehicle to new ways of organizing knowledge, labor, economy, communications, politics and consumption. These networks are building a new society.<br />
  32. 32. With only one email account, created in a simple and free way with any provider (such as Gmail, Yahoo, Hotmail), the student and the teacher sign up in the network and immediately begins to learn, communicate, participate and create new forums and groups and publish contents<br />25<br />OPERACIONALIZAÇÃO<br />STARTING UP IN THE NETWORK<br />
  33. 33. OPERATIONALIZATION<br />SUB-NETWORK/GROUPING<br />Everymunicipality is eligible to createtheirown network, withtheirowncontents, groups, foruns, events for communicatingandinteractingtheirown local interests<br />
  34. 34. Social interaction is much more than socialization.<br />Tools for schools<br />The Internet is a central arena for children and young people regarding information, entertainment and social networking. In order to evaluate sources and to know what’s what in the digital world, digital media competence is of vital importance. <br />The Internet also reflects and complements everyday life, in which school is the most important meeting ground. To understand and manage the interplay between these two arenas is a great and crucial challenge for the educational system today. What are children and young people doing on the web, and how does this affect their school work? What values and attitudes are spread online, and how do these differ from ‘traditional’ school values?<br />Teachers can use their professional judgment and knowledge of their children to decide which information should be provided for different age groups. The resource can be used by teachers, social pedagogues or school psychologists<br />27<br />OPERATIONALIZATION<br />STARTING UP IN THE NETWORK<br />
  35. 35. OPERATIONALIZATION<br />LEVELS OF INTERACTION<br />Children and its counter-parts elect or create thematic communities, indicate the mediators of these communities and play a key role in the expansion process of inviting other value chain to participate in the network. If they have difficulties, they can browse the network to identify someone who has knowledge in the area and ask for your helpBy registering on the network, the actors define their profiles stating their interests, participating in discussion forums , groups and sharing content. (Videos, photos, events, news, etc..In the process, they define their interests and the general administrator manages the network as a whole in order to achieve its objectives, with digital security.<br />
  36. 36. OPERATIONALIZATION<br />LEVELS OF INTERACTION<br />The network structure, its contents, registration of members, formation of groups and forums, forms the first level of articulation of the network.The interaction of children and their agents through their personal profiles, forums and communities,stimulated by the action of the agents (mediators, parents, teachers, council members etc..) forms the second level of articulation of the network.The interaction with other sources of knowledge and information (networks, sites, portals, blogs, etc..) forms the third level of articulation of the network.<br />
  37. 37. All third-party spaces for the storage of contents (videos, photos, texts, podcasts etc) of the network are free and easily accessible. It is crucial that the contents and tools published in the network are stored in the Internet itself, so there is a growing collaboration among its members and they are able to post contents as well.The entire arsenal of technological tools are available to administrators, moderators of the sub-networks to be deployed in the locality (municipality, community) and the formation of other groups or related networks democratizing knowledge collectively and always under construction.<br />The CHILDREN ON-LINE network is a niche network focusing on child and teenagers interests and rights. It is our mainland where all our contents, users and controls are.  The other networks are the islands. The tools are stored in chests.  Then from our network we have a single point from which we can push and pull information and tools to and from these islands and chests. CHILDREN ON-LINE network goes to many islands and chest as listed<br />30<br />OPERATIONALIZATION<br />TOOLS<br />
  38. 38.
  39. 39. Islands/toolsaroundtheproject<br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br />
  40. 40. SUPPORT<br />Prioritize their actions on social inclusion, culture, education, health, leisure and respect for human beings, giving everyone the right to information with quality.<br />Oi Kabum!<br />School of Art and Technology: Multimedia language training, with courses in design, computer graphics, video and photography.<br />Centre for training and testing digital youth 15-24 years, students from public schools in the Minas Gerais state. Unrestricted access to networks and autonomy to produce information, art and culture.<br />Teacher’sFriendWill serve as a laboratory for testing, systematization and dissemination of principles, technologies and innovative teaching methodologies, through and in conjunction with educators from public schools in the Minas Gerais State.<br />Inove<br />Training and professional workshops on study and creation of digital games.<br />
  41. 41. MISSING LINK<br />You are the<br />missing link<br />"... The failure of a single component of the System of Warranties" and / or its disconnected performance in relation to others, fatally hurts all the string, preventing the common goal is achieved. "<br />We are just beginning and want to lose the power-up: we want everyone to stir up and spice."Life invents! We begin doing things not knowing why, and ever since continue to lose power - because life is a collective effort of everyone, for all mixed-up and spiced . “<br />Guimarães Rosa, Mineiro writer<br />
  42. 42. “Why do not all get together, suffer together and win at once?”(Guimarães Rosa) <br />