The document describes a Design For Change project carried out by children from Hyderabad to raise awareness about the problems of gutka consumption and cigarette smoking. Over the course of several meetings, the children brainstormed problems in their community, developed a play to educate others, and performed their play at a local school and at Golconda Fort, attracting audiences of 50-100 people. Despite challenges in coordinating their efforts and initial nerves about performing, the children successfully brought awareness to these issues in their community through their play.
The document discusses a story about a peasant girl named Nell who finds a magical book that teaches her about the world. Unlike rich girls who received the same book, Nell uses the knowledge from the book to change the course of history. The key difference was that Nell had more opportunity and motivation to create impact due to her circumstances, whereas the rich girls were focused more on approval. The document urges the reader to measure their impact, not candy (approval/grades), and to pursue ambitious goals that create real change.
The document is an exam paper for the 2012 Primary School Achievement Test (UPSR) in English conducted by Mutiara PDCA. It contains instructions for students on how to answer the exam, which consists of 40 multiple choice questions to be completed in 50 minutes. The exam tests students' English language abilities in areas such as vocabulary, comprehension, grammar and punctuation.
This document appears to be a collection of photos and captions from a family vacation over the summer of 2012. The vacation included visiting New York City, hiking in Lake Mohigan State Park in Connecticut, touring the Pez factory, attending a wedding at Candlewood Lake Club, and visiting various locations in New England like beaches in Maine and Rhode Island. Highlights included hiking trails, ice cream from a dairy farm, the Pez factory tour, wedding photos, dancing at the reception, and spending time with family.
Jamal and his brother had an eventful weekend last week. On Saturday, they went to the park to play football (1). Unfortunately, Jamal tripped and fell while chasing the ball (2). He scraped his knee and it started bleeding (3). His brother helped him up and took him home (4). Their mother cleaned the wound and put on a bandage (5). The next day, they felt better and went cycling near the river (6).
The document summarizes news from the Edgewood Center for Children and Families. It discusses the organization's new strategic vision to better respond to changes in the human services field by expanding education services and integrated, family-focused programs. It highlights the positive review of Edgewood's Non-Public School by the California Department of Education. It also describes the new Family Connections Program and its transformative approach to residential treatment. Additionally, it shares the story of Sean, an 8-year-old boy whose life was transformed through Edgewood's programs when he was reunited with his mother and able to succeed in his community.
1) A group of five students from Vidyaa Vikas Matric HR Sec School in Tiruchengode, India visited the Elim Rehabilitation Centre for the Mentally Challenged to bring awareness about the challenges faced by mentally disabled people.
2) At the centre, the students interacted with the children, sang songs, danced and had snacks with them. They were surprised by the children's smiles and enthusiasm but also their difficulties with basic tasks.
3) The students learned that the centre provides education and support to the children, but requires more funding and assistance. They shared their experience with other students and teachers at their school to spread awareness and garner support for the centre.
The document summarizes a week-long after school program for pre-K and kindergarten students called "Growing Glowing Garden". Each day of the week focused on a different theme and activity related to gardening and plant growth. The program was led by a team of UCF students who each planned activities for their assigned day. The document reflects on the activities and lessons learned about working with students with exceptionalities such as autism.
The document discusses a story about a peasant girl named Nell who finds a magical book that teaches her about the world. Unlike rich girls who received the same book, Nell uses the knowledge from the book to change the course of history. The key difference was that Nell had more opportunity and motivation to create impact due to her circumstances, whereas the rich girls were focused more on approval. The document urges the reader to measure their impact, not candy (approval/grades), and to pursue ambitious goals that create real change.
The document is an exam paper for the 2012 Primary School Achievement Test (UPSR) in English conducted by Mutiara PDCA. It contains instructions for students on how to answer the exam, which consists of 40 multiple choice questions to be completed in 50 minutes. The exam tests students' English language abilities in areas such as vocabulary, comprehension, grammar and punctuation.
This document appears to be a collection of photos and captions from a family vacation over the summer of 2012. The vacation included visiting New York City, hiking in Lake Mohigan State Park in Connecticut, touring the Pez factory, attending a wedding at Candlewood Lake Club, and visiting various locations in New England like beaches in Maine and Rhode Island. Highlights included hiking trails, ice cream from a dairy farm, the Pez factory tour, wedding photos, dancing at the reception, and spending time with family.
Jamal and his brother had an eventful weekend last week. On Saturday, they went to the park to play football (1). Unfortunately, Jamal tripped and fell while chasing the ball (2). He scraped his knee and it started bleeding (3). His brother helped him up and took him home (4). Their mother cleaned the wound and put on a bandage (5). The next day, they felt better and went cycling near the river (6).
The document summarizes news from the Edgewood Center for Children and Families. It discusses the organization's new strategic vision to better respond to changes in the human services field by expanding education services and integrated, family-focused programs. It highlights the positive review of Edgewood's Non-Public School by the California Department of Education. It also describes the new Family Connections Program and its transformative approach to residential treatment. Additionally, it shares the story of Sean, an 8-year-old boy whose life was transformed through Edgewood's programs when he was reunited with his mother and able to succeed in his community.
1) A group of five students from Vidyaa Vikas Matric HR Sec School in Tiruchengode, India visited the Elim Rehabilitation Centre for the Mentally Challenged to bring awareness about the challenges faced by mentally disabled people.
2) At the centre, the students interacted with the children, sang songs, danced and had snacks with them. They were surprised by the children's smiles and enthusiasm but also their difficulties with basic tasks.
3) The students learned that the centre provides education and support to the children, but requires more funding and assistance. They shared their experience with other students and teachers at their school to spread awareness and garner support for the centre.
The document summarizes a week-long after school program for pre-K and kindergarten students called "Growing Glowing Garden". Each day of the week focused on a different theme and activity related to gardening and plant growth. The program was led by a team of UCF students who each planned activities for their assigned day. The document reflects on the activities and lessons learned about working with students with exceptionalities such as autism.
The UCF students planned and led a week-long after school program at Crystal Lake Elementary called "Growing Glowing Garden". Each day focused on a nature or gardening theme and included hands-on activities like planting beans, coloring rocks, and making a quilt for Haiti. The UCF students worked well as a team, with each person leading one day of activities. They observed the classroom teacher's strategies for managing students with exceptionalities, including autism and deafness, and reflected on how to support diverse learners.
The UCF students planned and led a week-long after school program at Crystal Lake Elementary called "Growing Glowing Garden". Each day focused on a nature or gardening theme and included hands-on activities like planting beans, coloring rocks, and making a quilt for Haiti. The UCF students worked well as a team, with each person leading one day of activities. They observed the classroom teacher's strategies for managing students with exceptionalities, including autism and deafness, and reflected on how to support diverse learners.
1) Five boys from a children's home took initiative to help homeless and abandoned children by convincing them to join an orphanage to have a better life with shelter, food, clothes and education.
2) Over five days, they searched busy areas and found 14 children working or begging on the streets, and convinced them to join an orphanage.
3) They were able to make a positive difference in the lives of these children by providing them with an opportunity for a better future through education and care at the orphanage.
The children in Nanded chose to do a tree plantation project for Design For Change to save the environment. They researched the topic and found that their neighborhood had few trees. They created roles plays and speeches to spread the message of planting trees. On October 26th, the children presented their roles plays and speeches to 20-30 households and planted 20 trees in the neighborhood. The event was a success and the community provided positive feedback about the importance of saving trees and the children's courage in presenting the message. The children felt they were able to make a positive difference in their community by giving a little of their time.
The children in Nanded chose to do a tree plantation project for Design For Change to save the environment. They researched the topic and found that their neighborhood had few trees. They created a plan to spread awareness about saving trees through role plays and speeches. On October 26th, 25 children spoke to 20-30 households about planting trees and planted 20 trees in neighbors' backyards. The event was well-received and the children felt empowered that they could make a positive impact through this small project.
The children in Nanded chose to do a tree plantation project for Design For Change to save the environment. They researched the topic and found that their neighborhood had few trees. They created roles plays and speeches to spread the message of planting trees. On October 26th, the children presented their roles plays and speeches to 20-30 households and planted 20 trees in the neighborhood. The event was a success and the community provided positive feedback about the importance of saving trees and the children's courage in presenting the message. The children felt they were able to make a positive difference in their community by giving a little of their time.
The document summarizes the first Teacher Forum of the Mulyavardhan program held in October. Key points:
- The forum was well attended and interactive, with teachers sharing positive feedback on how MV is benefiting students. Students are enjoying MV classes and developing values like cooperation.
- Excerpts from the forum show teachers discussing examples of how MV activities improved student behavior, skills, and understanding of concepts like stress. Challenges implementing some activities are also noted.
- Coordinators for future teacher forums were introduced. The next forums will be in early December with details shared in advance.
- A note from the state coordinator described observing MV classes and seeing students fully engaged in activities.
The document provides an outline for a two-day leadership program for students. Day 1 includes icebreakers, an introduction to the program, a history of service learning, and discussions on communication and leadership. Activities include a human knot exercise and watching a TED talk. Day 2 focuses on the local community, creativity, and diversity. Students learn about local organizations, participate in a name tag activity, watch a video on creativity, and do exercises exploring stereotypes and learning disabilities. The overall goal is to develop the students' leadership skills through service learning and group activities.
The document summarizes a lesson where three Year 2 students used the Puppet Pals app on an iPad to create puppet shows answering questions. The students created characters of themselves, chose background music, and recorded short performances. While the students easily discussed the questions, translating their ideas to the recordings was challenging due to shyness, technical difficulties, and distractions. The activity revealed insights into the students' personalities and teamwork skills. Overall, the lesson provided an engaging way for the students to practice social and technology skills through creative storytelling.
This document provides details of Mercè Rupérez Martí's final project, which was a PE lesson taught in English about Little Red Riding Hood. The lesson plan outlines activities such as acting out characters from the story, finding hidden food cards around the playground, and balancing balls on a plate while reciting sentences. Pictures and videos were taken of the activities. An observation grid was used to assess the students' participation, performance of characters, rule following, and language skills. In a reflection, Mercè notes that the students enjoyed the lesson and asks to have more in English. She plans to teach the lesson to another class next week.
The students noticed that adults were plucking flowers from public gardens and decided to take action. They created separate designated areas for flower picking and planted flowers there. They educated others about the problem by making signs, talking to students, and distributing pamphlets. Through this project, the students gained confidence, learned about teamwork and responsibility, and set an example for adults about protecting public spaces. Future plans include informing more residents and having the students maintain the designated flower picking gardens.
Andrea Urquhart wrote and directed a play for special needs students at her school as her senior project. This allowed her to gain experience in both acting and occupational therapy. She chose her drama teacher as a facilitator due to his experience. Creating the play involved writing a script based on Toy Story 2, rehearsing with the students, and organizing sets, costumes, and lighting. Obstacles included limited rehearsal time and memorization challenges. However, the performances were a success. Through this project, Andrea learned about her strengths in overcoming challenges, the importance of time management, and confirmed her passion for acting.
This document provides teaching activities and guidance for an English teacher support unit on the theme of "Accidents and Safety". It includes 7 suggested classroom activities:
1. Discussing common phrases used during accidents and imagining conversations around accident scenarios.
2. Identifying dangerous objects and situations at home and discussing safety precautions.
3. Reading about the dangers faced by ancient travelers and connecting it to a textbook passage on Marco Polo.
4. Analyzing newspaper reports of accidents and discussing comprehension questions.
5. Presenting safety check scenarios and situations before undertaking different activities.
6. Discussing road safety rules based on a textbook passage and listing rules for pedestrians.
Division 1 and 2 students worked together on various environmental projects such as creating litterless lunches, homemade environmentally-friendly laundry detergent, and a recycling sale. They also promoted initiatives like walk to school day and reducing energy use. Through their efforts, the students raised awareness of environmental issues and showed how small changes can make a positive difference.
This document summarizes a Drug Free Club (DFC) implementation by Yuva Jyoti in Nagpur. It lists the names and ages of 9 children who participated in a skit about the problems of addiction among youth. The skit titled "SAY NO.....STAY HEALTHY" was performed in front of over 150 students and 25 teachers at Mothers Convent school to raise awareness of the side effects of smoking, chewing tobacco, and addiction to whitener at a young age. The implementation on October 1st was a success, with many children confessing their own addictions and pledging to say no to unhealthy habits and stay healthy.
The students were concerned about the amount of paper being wasted at their school. [1] They collected data and found alarming amounts of paper waste. [2] They researched how paper is made from trees and realized they needed to reduce paper waste to protect the environment. [3] They implemented a plan called "Paper Bachao, PedBachao" to promote reducing, reusing, and recycling paper at school through activities like making recycling bins and a play to spread awareness.
This document discusses the need for more choice and flexibility in education. It notes that students are seeking more personalized learning experiences outside of the traditional school system, including charters, homeschooling, and online options. It also discusses how giving students more control and choice in their education can increase engagement and motivation to learn. The document advocates for redefining public education to offer more self-directed and unschooling-style options so that schools can accommodate all learners. It also highlights the potential for youth to drive innovation and change in education using digital tools and collaboration.
Este proyecto es apreciado por el gran trabajo en equipo que se desarrolló, por su desarrollo en la gestión de los procesos de argumentación, valoración, observación y presentación. Es un proyecto hecho por todos los participantes del equipo asumiendo su rol como especialistas de las áreas que componían el contenido, cada uno agrego sus perspectivas coordinados por el objetivo principal y las estrategias establecidas.
Editor: William Pineda
Corrector de Estilo: Diego Santa
Diagramación: Sindy Aldana Arismendi
Gustavo Andrés sierra
Ilustración: Jevica Avellana
Beto
Fotografía: Sindy Niño
A JOURNEY TO REMEMBER : When I met with students of SPECIAL SCHOOL!!!!!kartik jain
The volunteer visits a special school and interacts with the students and staff. The principal founded the school to provide support and education for special needs children that are often ostracized by society. The volunteer is impressed by the high quality facilities and care provided by the understaffed school. During activities with the students, the volunteer gains a new perspective on the challenges faced by these children yet also their ability to find happiness. The experience was memorable and motivating for the volunteer.
The facilitator led art activities with 13 children ages 5-12 at a youth ministry. The goals were to encourage interaction, imagination, and focus. Two activities were done - paper weaving and making a dog face out of leaves. For weaving, children cut paper and wove strips through. For the dog, they arranged leaves and added eyes/buttons. Both were enjoyed, though keeping younger ones focused on weaving was difficult. The facilitator received positive feedback and decided to volunteer regularly at the ministry.
Satya Bharti School in Sohian village, Punjab sought to improve safety and learning conditions by installing a fence and leveling uneven ground. Through community support, the students and teachers raised Rs. 13,000 for fencing by visiting each home for donations. With additional help from the village leader, the school's 400 foot perimeter was enclosed and ground was leveled by October 1st, creating a protected environment for students. The community remains committed to further beautifying the school grounds.
IND-2012-223 Kerala Public School -Vermicompost DFC2011
This document summarizes the efforts of the Eco Club at Kerala Public School, Mango to address the unhygienic conditions near their school by implementing a vermicomposting initiative. The Eco Club surveyed the local community, distributed informational pamphlets about reducing and segregating waste, and convinced a local rag-picker to collect vegetable peels for the vermicomposting pit in exchange for payment. Their actions resulted in cleaner surroundings and built confidence and team spirit among the Eco Club members.
The UCF students planned and led a week-long after school program at Crystal Lake Elementary called "Growing Glowing Garden". Each day focused on a nature or gardening theme and included hands-on activities like planting beans, coloring rocks, and making a quilt for Haiti. The UCF students worked well as a team, with each person leading one day of activities. They observed the classroom teacher's strategies for managing students with exceptionalities, including autism and deafness, and reflected on how to support diverse learners.
The UCF students planned and led a week-long after school program at Crystal Lake Elementary called "Growing Glowing Garden". Each day focused on a nature or gardening theme and included hands-on activities like planting beans, coloring rocks, and making a quilt for Haiti. The UCF students worked well as a team, with each person leading one day of activities. They observed the classroom teacher's strategies for managing students with exceptionalities, including autism and deafness, and reflected on how to support diverse learners.
1) Five boys from a children's home took initiative to help homeless and abandoned children by convincing them to join an orphanage to have a better life with shelter, food, clothes and education.
2) Over five days, they searched busy areas and found 14 children working or begging on the streets, and convinced them to join an orphanage.
3) They were able to make a positive difference in the lives of these children by providing them with an opportunity for a better future through education and care at the orphanage.
The children in Nanded chose to do a tree plantation project for Design For Change to save the environment. They researched the topic and found that their neighborhood had few trees. They created roles plays and speeches to spread the message of planting trees. On October 26th, the children presented their roles plays and speeches to 20-30 households and planted 20 trees in the neighborhood. The event was a success and the community provided positive feedback about the importance of saving trees and the children's courage in presenting the message. The children felt they were able to make a positive difference in their community by giving a little of their time.
The children in Nanded chose to do a tree plantation project for Design For Change to save the environment. They researched the topic and found that their neighborhood had few trees. They created a plan to spread awareness about saving trees through role plays and speeches. On October 26th, 25 children spoke to 20-30 households about planting trees and planted 20 trees in neighbors' backyards. The event was well-received and the children felt empowered that they could make a positive impact through this small project.
The children in Nanded chose to do a tree plantation project for Design For Change to save the environment. They researched the topic and found that their neighborhood had few trees. They created roles plays and speeches to spread the message of planting trees. On October 26th, the children presented their roles plays and speeches to 20-30 households and planted 20 trees in the neighborhood. The event was a success and the community provided positive feedback about the importance of saving trees and the children's courage in presenting the message. The children felt they were able to make a positive difference in their community by giving a little of their time.
The document summarizes the first Teacher Forum of the Mulyavardhan program held in October. Key points:
- The forum was well attended and interactive, with teachers sharing positive feedback on how MV is benefiting students. Students are enjoying MV classes and developing values like cooperation.
- Excerpts from the forum show teachers discussing examples of how MV activities improved student behavior, skills, and understanding of concepts like stress. Challenges implementing some activities are also noted.
- Coordinators for future teacher forums were introduced. The next forums will be in early December with details shared in advance.
- A note from the state coordinator described observing MV classes and seeing students fully engaged in activities.
The document provides an outline for a two-day leadership program for students. Day 1 includes icebreakers, an introduction to the program, a history of service learning, and discussions on communication and leadership. Activities include a human knot exercise and watching a TED talk. Day 2 focuses on the local community, creativity, and diversity. Students learn about local organizations, participate in a name tag activity, watch a video on creativity, and do exercises exploring stereotypes and learning disabilities. The overall goal is to develop the students' leadership skills through service learning and group activities.
The document summarizes a lesson where three Year 2 students used the Puppet Pals app on an iPad to create puppet shows answering questions. The students created characters of themselves, chose background music, and recorded short performances. While the students easily discussed the questions, translating their ideas to the recordings was challenging due to shyness, technical difficulties, and distractions. The activity revealed insights into the students' personalities and teamwork skills. Overall, the lesson provided an engaging way for the students to practice social and technology skills through creative storytelling.
This document provides details of Mercè Rupérez Martí's final project, which was a PE lesson taught in English about Little Red Riding Hood. The lesson plan outlines activities such as acting out characters from the story, finding hidden food cards around the playground, and balancing balls on a plate while reciting sentences. Pictures and videos were taken of the activities. An observation grid was used to assess the students' participation, performance of characters, rule following, and language skills. In a reflection, Mercè notes that the students enjoyed the lesson and asks to have more in English. She plans to teach the lesson to another class next week.
The students noticed that adults were plucking flowers from public gardens and decided to take action. They created separate designated areas for flower picking and planted flowers there. They educated others about the problem by making signs, talking to students, and distributing pamphlets. Through this project, the students gained confidence, learned about teamwork and responsibility, and set an example for adults about protecting public spaces. Future plans include informing more residents and having the students maintain the designated flower picking gardens.
Andrea Urquhart wrote and directed a play for special needs students at her school as her senior project. This allowed her to gain experience in both acting and occupational therapy. She chose her drama teacher as a facilitator due to his experience. Creating the play involved writing a script based on Toy Story 2, rehearsing with the students, and organizing sets, costumes, and lighting. Obstacles included limited rehearsal time and memorization challenges. However, the performances were a success. Through this project, Andrea learned about her strengths in overcoming challenges, the importance of time management, and confirmed her passion for acting.
This document provides teaching activities and guidance for an English teacher support unit on the theme of "Accidents and Safety". It includes 7 suggested classroom activities:
1. Discussing common phrases used during accidents and imagining conversations around accident scenarios.
2. Identifying dangerous objects and situations at home and discussing safety precautions.
3. Reading about the dangers faced by ancient travelers and connecting it to a textbook passage on Marco Polo.
4. Analyzing newspaper reports of accidents and discussing comprehension questions.
5. Presenting safety check scenarios and situations before undertaking different activities.
6. Discussing road safety rules based on a textbook passage and listing rules for pedestrians.
Division 1 and 2 students worked together on various environmental projects such as creating litterless lunches, homemade environmentally-friendly laundry detergent, and a recycling sale. They also promoted initiatives like walk to school day and reducing energy use. Through their efforts, the students raised awareness of environmental issues and showed how small changes can make a positive difference.
This document summarizes a Drug Free Club (DFC) implementation by Yuva Jyoti in Nagpur. It lists the names and ages of 9 children who participated in a skit about the problems of addiction among youth. The skit titled "SAY NO.....STAY HEALTHY" was performed in front of over 150 students and 25 teachers at Mothers Convent school to raise awareness of the side effects of smoking, chewing tobacco, and addiction to whitener at a young age. The implementation on October 1st was a success, with many children confessing their own addictions and pledging to say no to unhealthy habits and stay healthy.
The students were concerned about the amount of paper being wasted at their school. [1] They collected data and found alarming amounts of paper waste. [2] They researched how paper is made from trees and realized they needed to reduce paper waste to protect the environment. [3] They implemented a plan called "Paper Bachao, PedBachao" to promote reducing, reusing, and recycling paper at school through activities like making recycling bins and a play to spread awareness.
This document discusses the need for more choice and flexibility in education. It notes that students are seeking more personalized learning experiences outside of the traditional school system, including charters, homeschooling, and online options. It also discusses how giving students more control and choice in their education can increase engagement and motivation to learn. The document advocates for redefining public education to offer more self-directed and unschooling-style options so that schools can accommodate all learners. It also highlights the potential for youth to drive innovation and change in education using digital tools and collaboration.
Este proyecto es apreciado por el gran trabajo en equipo que se desarrolló, por su desarrollo en la gestión de los procesos de argumentación, valoración, observación y presentación. Es un proyecto hecho por todos los participantes del equipo asumiendo su rol como especialistas de las áreas que componían el contenido, cada uno agrego sus perspectivas coordinados por el objetivo principal y las estrategias establecidas.
Editor: William Pineda
Corrector de Estilo: Diego Santa
Diagramación: Sindy Aldana Arismendi
Gustavo Andrés sierra
Ilustración: Jevica Avellana
Beto
Fotografía: Sindy Niño
A JOURNEY TO REMEMBER : When I met with students of SPECIAL SCHOOL!!!!!kartik jain
The volunteer visits a special school and interacts with the students and staff. The principal founded the school to provide support and education for special needs children that are often ostracized by society. The volunteer is impressed by the high quality facilities and care provided by the understaffed school. During activities with the students, the volunteer gains a new perspective on the challenges faced by these children yet also their ability to find happiness. The experience was memorable and motivating for the volunteer.
The facilitator led art activities with 13 children ages 5-12 at a youth ministry. The goals were to encourage interaction, imagination, and focus. Two activities were done - paper weaving and making a dog face out of leaves. For weaving, children cut paper and wove strips through. For the dog, they arranged leaves and added eyes/buttons. Both were enjoyed, though keeping younger ones focused on weaving was difficult. The facilitator received positive feedback and decided to volunteer regularly at the ministry.
Satya Bharti School in Sohian village, Punjab sought to improve safety and learning conditions by installing a fence and leveling uneven ground. Through community support, the students and teachers raised Rs. 13,000 for fencing by visiting each home for donations. With additional help from the village leader, the school's 400 foot perimeter was enclosed and ground was leveled by October 1st, creating a protected environment for students. The community remains committed to further beautifying the school grounds.
IND-2012-223 Kerala Public School -Vermicompost DFC2011
This document summarizes the efforts of the Eco Club at Kerala Public School, Mango to address the unhygienic conditions near their school by implementing a vermicomposting initiative. The Eco Club surveyed the local community, distributed informational pamphlets about reducing and segregating waste, and convinced a local rag-picker to collect vegetable peels for the vermicomposting pit in exchange for payment. Their actions resulted in cleaner surroundings and built confidence and team spirit among the Eco Club members.
The document outlines the launch and activities of a "Design for Change" program held on May 18th 2012. A fun fair was organized in September to both raise funds and spread an environmental message. Over Rs. 800 was raised. A street play and rally were also held in October to promote a no littering message. The event involved several youth participants between the ages of 12-14.
IND-2012-219 AKYSBI Mumbai No Litter, Be FitterDFC2011
The document outlines the launch and activities of a "Design for Change" program held on May 18th 2012. A fun fair was organized in September to both raise funds and spread an environmental message. Over Rs. 800 was raised. A street play and rally were also held in October to promote a no littering message. The event involved several youth participants between the ages of 12-14.
The document describes a youth group's efforts to address poor road conditions in their community. They formed a group after learning about the Design for Change program. The group selected roads as their issue and drafted a letter. They met with local assistants and the municipal co-operator Changez Multani to discuss the issue and receive guidance. Both the assistants and Multani were supportive and promised to repair the roads. The group was satisfied with the progress made on their issue and learned that their efforts led to positive change.
IND-2012-217 Sankar Reddiyar Govt.Hr.Sec School -Promote Kitchen Garden-in To...DFC2011
The document discusses a project conducted by Sankar Reddiyar Hr.Sec.School in Nanguneri to promote kitchen gardening practices and reduce kitchen waste. It notes that most town households did not practice kitchen gardening due to lack of space. The project created awareness about kitchen gardening, promoted hydroponics techniques, and distributed seeds. As a result, 189 households started kitchen gardens using their kitchen waste water, reducing liquid waste in drains and improving community health.
IND-2012-188 Center Point School -Pani hi Paisa Hai : Save a Drop, Save a PennyDFC2011
This document summarizes activities at Centre Point School in Nagpur related to water conservation. [1] The school was working to promote water conservation awareness among students and staff through various activities like checking for leaks, collecting water bills, enacting plays about the water cycle, and planting drought-resistant plants. [2] Students participated in model-making competitions and educational outreach in the community about saving water. [3] Data collected before and after water conservation efforts showed a reduction in the number of water tankers needed and amount of money spent, indicating the activities helped save water.
IND-2012-187 SBS Rauni -Bikhar naa Jaye yeh Taare Zameen ParDFC2011
The document summarizes the efforts of Govt. Satya Bharti Adarsh Sen. Sec. School in Rauni, Punjab to address the problem of child labor in their village. The school identified children who were working instead of attending school through surveys. They organized awareness campaigns and rallies to educate the community. They also contacted local leaders and newspapers to bring attention to the issue. While they faced resistance from some, they gained support from community members and leaders who want to help children access education. The school's efforts aimed to inspire change in beliefs and support the right of all children to go to school.
IND-2012-186 The Calorx School Hope for HeritageDFC2011
Students interviewed community members to identify local issues. They selected conserving heritage structures as an important issue to address. The students then planned a street play to raise awareness on this topic with a large audience. They created props and bookmarks to distribute after their performance. Letters were written to obtain permission to perform in designated areas. Finally, the street play was performed and the students reflected on their experience.
IND-2012-185 Govt.High School,Thiruvenkatanathapuram -Say No - Plastic BagsDFC2011
Students created an awareness campaign called "Say No - Plastic Bags" to reduce plastic waste in villages. Their plan was to educate younger generations about the hazards of plastic waste, encourage villagers to say no to plastic bags, and promote the use of cotton bags as an alternative. As a result, 289 students were sensitized and 7 local shops began offering cotton bags to reduce plastic waste dumping in fields and public spaces.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help enhance one's emotional well-being and mental clarity.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
GUJ -2012-06 Ribada primary school -Ganit, Vigyan aa rite bhi bhanayDFC2011
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
GUJ-2012-02 Chorwadi Prathmik Shala -Paisa no gallo, sankat samaye bhaloDFC2011
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
IND-2012-13 Delhi Public School, Newtown The Weed Deed DFC2011
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
IND-2012-25 Jamnabai Narsee School Grow Old with prideDFC2011
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
IND-2012-24 PERKS Martic Higher Sec School Safety IndiaDFC2011
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IND-2012-24 PERKS Martic Higher Sec School Safety IndiaDFC2011
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2. Kids :
K Shiva 13 yrs
D Raju 13 yrs
K Sai Kumar 12 yrs
A Teja Kumar 11 yrs
Mallikarjun Ready 14 yrs
Jahangir Pasha 12 yrs
Ganesh Kumar 11 yrs
B Praveen 13 yrs
S Sai Prakash 12 yrs
P Prashanth 14 yrs
A Shiva Kumar 15 yrs
K Suryam 13 yrs
Mentors :
Isha Gupta 9703082294
Spatika 9603919945
Gaurav Tamrakar 9642508693
Sahil Arora 9701355960
Ankur Gupta 8008202787
Satish Karibandi 9989541303
Madhulika Gurazada 9000840831
Padmaja Chinta 9703805276
Sindhu Vasireddy 9642493669
Anupam Bansal 8008209595
Mohammed Yazer Khan 8374307375
Mayank 9581330033
3. Problem : Gutka Comsumption and Cigarette Smoking
HCHW kids ready to take the DFC ride
Sept 03, 11’ Week 1, Day 1(Saturday):
Setting the Vision
The introduction of DFC (Design For Change) and of what we were all headed to in the coming few weeks required a
demonstration much similar to the one that describes the dynamics of the airplane flight. It meant as if explaining a
scenario somewhat like - the earth had caught fire and we all needed to learn how to fly to elude this fire. In fact we’re
all gradually burning up in the fire of problems, big or small, in our own worlds. We explained them that a problem can
be as small as a bite of the mosquito or as big as Child Labor. We helped them understand that any problem, if
properly dealt with, can be solved. We meant to explain that our ideas are the fuel, the determination our thrust, and
we don’t need the wings to fly. But all this couldn’t be explained in the way I’ve done here. So, to exemplify, we asked
them to IMAGINE that they were the magicians who had all the power in the world to do anything they wished, to be
able do anything that could make a difference to their lives and others’. When we told them that it was a competition at
a really big level and they could win a lot of exiting prizes, we were all up and ready for it as if suggesting that they
were all ready for the flight. So, we asked them all to come up with their problems irrespective of whether they seemed
difficult to be solved or not.
Sept 04, 11’ Week 1, Day 2(Sunday) :
Below is the list of some problems that they came up with.
Problem : Prashanth took the initiative to talk about concerns like air
pollution, water pollution, the use of plastic bags and population. He talked about the causes of water and air
pollution; the different methods to save water. Then, he illustrated the harmful effects of the use of plastic bags.
Observation : His problems may have been very generic, but the manner in which he explained
everything suggested that he really wanted to bring about the change.
Problem : Prashanth again… He talked about the improper functioning of the govt. schools and
hospitals. He explained how the irresponsible and casual attitude of teachers towards students is affecting their
education.
Observation : He was well heard by all other kids as if they too were strongly with him on this one.
4. Problem : Suryam also talked about the problems of water pollution,
air pollution and sound pollution. He then talked about the deforestation and its effects such as global warming.
Observation : He had a unique perception of how deforestation is caused.
Problem : Suryam again… He talked about the improper drainage (leak in pipes) near their hostel
which causes contamination of drinking water. He also talked about the problems withhanging electricity pole
wires in their locality causing fire in the trees.
Observation : We found him talking about problems closely related to them and their living. It was good to
see that he like some of the others came up with a problem in which he himself was one of the major stakeholders.
Problem : Suryam again… He talked about the animal extinction. He also talked a little
about improper vaccination of street dogs roaming in their locality and how this affected the people over there.
Observation : Surprisingly, his solutions to the problems were amazing. He even talked about preserving the
DNA of different species to prevent their extinction.
Problem : Sai Prakash – The naughtiest of all. He spoke about the
burden he experienced in studies and the amount of homework given; the length of answers that the required to write
in exams. His main concerns was irregularity and lack of sincerity of teachers; classes not conducted properly and
regularly causing a lot of burden in the form of homework leaving no room for self-study.
Observation : He mentioned that they had already complained about the attitude of students and have raised
their concern to the Principal but nothing was done.
Problem : Sai Prakash again… He talked about the kids who were adopted and were not treated properly
by giving some examples of his friends.
Observation : He wanted them to come back but found himself helpless.
Problem : Shravan Ganesh and Praveen came up with some
random ideas like rich should help poor.
Observation : We wished we could discuss everything with them in details, but the time had to allow us to do
that.
5. Problem : Shiva came up with the idea of stopping consumption
of drugs by children. He even apprised us of the fact a few boys were addicted of pan masalas and other harmful
drugs by boys in streets and in schools also.
Observation : He stressed upon spreading awareness among boys and stop this somehow.
Problem : Teja came up with a very honest problem that in winters
they feel cold… that the clothes and blankets available are not enough and that in summers he felt very hot. :)
Observation : He is generally very shy. But looking at the other kids speak, he too gained some confidence.
Some of us may not have understood a word (don’t know Telugu) of what they said except a few words of Suryam
when he talked about the red blood cells, the solid nitrogen and the DNA… OMG! but we never gave an impression that
we did not. It was important that they felt that they were heard by all of us.
It was an amazing first week of interaction with all the kids as we now look forward to having even more fun in the
coming days.
A Surprising Saturday
We were a little circumspect about whether the kids remembered anything about DFC discussed in the previous
weekend or not, if a break of 5 week days had eroded the soils of the very foundation we laid. I realized how much
self-motivation was needed to then motivate these little hearts and to persuade them to keep working to make a
difference. But much to our surprise, we found a lot of kids already pumped up and raring to take off. No
sooner than we asked them about whether they had any ideas of dealing with the problem that they
came up with their ideas of awareness like making posters, doing a small play(Nukkad Natika) and even
awareness through media. Satish went on listing all these ideas and more while we were left amazed at
our discovery that they had thought it through the problem much more than anybody of us(volunteers)
there. After a really good and effective session of brainstorming, we asked the kids to start working on the play, if
possible(it was already 8pm in the evening), so that we had something to start over quickly on Sunday.
A physically exhausting but a mentally refreshing Sunday
All MAD classes in Hyderabad were cancelled due to Ganesh Visarjan activities. But we realized that we were going to
fall short of the set deadlines and could not afford to play the waiting game here. On a Sunday when 6 volunteers
would have turned up in case of a usual class, instead 8 volunteers turned up to spend their holiday in helping
coordinate with the DFC activities. With the only week left ahead for the implementation phase, it meant that we only
had that one day of time to fulfill all prerequisites of execution.
6. Here we go
Bleary eyed Satish and I made it to the center at around 10:30 to find that all the others had already made it. We were
very curious to know if the kids had started preparing for the play. When we asked them about it, they begged for a 10
minute discussion among themselves before they could show us something they prepared. They were all too excited
about it which made us feel happy and relieved that they had done some homework. But we knew that it was not an
easy thing to do to be able to effectively communicate the message. After about 15-20 minutes when they were ready,
we asked them to show what all they had prepared, if anything. Although they made a lot of mistakes initially, some
were too shy and others unclear about how to follow up, but to our astonishment yet again, we found their play very
wonderfully laid out and really good to be worked upon easily. Though it took them around 40 minutes to complete all
their scenes after all sorts of confusions but it gave us a fairly good picture of what message they meant to convey with
their act. Their initial act was followed by many rounds of practice and inputs from almost all volunteers to improvise.
Breakfast cum Lunch
It was 2 pm and the status of our stomachs wasn’t good. And more importantly, the status of the DFC implementation
preparations wasn’t good either. I had 4 pieces of Milk Bikis biscuit at least, Satish told me that he hadn’t even have a
single drop of water down his throat since the morning. Eventually, we all had our breakfast cum lunch at Subway. As
Gaurav realized that the job at hand couldn’t be left unfinished, he along with Satish and I made an important decision
of staying back with the kids to continue with the preparations after we were over with our subs at Subway.
Putting the act together
Not only did the situation demanded us to work harder but more importantly, we were going to make the students do
the same. Consequently, we didn’t find all of them active in the proceeding sessions of practice as some got casual
about it and some were tired. So, I tried to step up and help them recall and rediscover who the stakeholders were and
how big was the stage and that the voice couldn’t be left unheard. But as I found all this too difficult to convey, Satish
stepped in to complement with his conversation in Telugu with them. Gaurav and I had no idea of what he was telling
them, but we could easily discover the change that his conversation with them made to their attitudes. They were all
pumped up again and made serious attempts to improvise as suggested by us. As the number of mistakes started
coming down, the initial 40 minute play was refined to a 10 minute wonderfully depicted drama.
So, we ended up spending nearly 10 hours with the kids on a Sunday which is equivalent to more than a month’s
classes for a volunteer, making it 5 times the usual fun. In fact, I realize that we did need to go an extra mile here and
all this would be worth down the line.
These were the questions that we all left unanswered on Sunday :
- Will we be able to do something about the posters?
- Will we be able to implement the awareness campaign at schools?
- Will the principal give us the permission to hold the play?
- Will the students be able to perform under pressure due to nervousness?
Monday(12-Sep-2011) – The Turning Point
The kids were up for a surprise on Monday courtesy – the restlessness and anxiety of both Satish and Gaurav. Both of
them surprised the kids by turning up on the Monday night itself sending out a message to everybody else that it was
high time that all of us pulled up our socks. The purpose of their visit on Monday was to get an update on the posters
7. and the play rehearsals. The kids were watching the movie when they (Gaurav and Satish) entered but by now it was
time for their turn to surprise both of them. As per the last discussion with kids, we had asked them to come up
with 3 posters to start with, so that more could be worked on later taking the reference. But the kids came up
with 9 beautiful posters instead of just 3 depicting their pursuit of excellence and their eagerness to get
going. This marked the end of preparations and the beginning of the execution.
Implementation(DO) Phase 1 – Government High School, Manikonda(13thSep)
We knew that we couldn’t wait till the weekend for the implementation and there were reasons aplenty for such
thoughts. Besides there were hurdles of apprehensions and uncertainties about whether all the efforts put would reap
something or not. So, we(Satish, Gaurav and I) managed to take some time out of our office hours to visit the kids’
schools. Now, how we managed to escape the office work may just be unimportant but what was very important at
that stage was our meetings with the Principals of the schools. Fortunately, we got the permission to hold the kids’ play
in Govt. High School the same day itself. Out of the team of 10 kids participating in the play, 7 of them study in
Pratibha School. So, this meant that it all now was dependent on our meeting with the Principal of Pratibha School. Not
only did we have to take the permission for holding the play in that school, but also that those 7 kids be allowed to be
taken to the other school for the play there. Though we were asked to wait for 30 minutes before we could meet the
Principal of Pratibha School, but it all went well after that. We were allowed to take the kids with us to the other school
and to hold the play on the coming Saturday. As we escorted the kids to the other school, all of them got pumped up. A
short introduction of what the kids were up to followed by a 15 minute wonderfully laid out play lifted all of us present
there.Despite no final rehearsals, they had not forgotten a single line in the play. Technically, there were
no discoverable pauses in their speech; they were loud enough to be clear and acted brilliantly. Personally,
I felt very confident and proud. They showed it to us there that they were ready for bringing about the
change and that they were ready to do the play at other places too.
8. Implementation(DO) Phase 2 – Golconda Fort (17thSep Most Challenging Day)
With the Telangana Bandh in Hyderabad, it was almost certain that we were going to be left helpless. We missed the
opportunity of implementing the play in Pratibha School on Saturday. But the unforeseen proved to be a blessing in
disguise. As the idea of doing it in a public place such as Golconda Fort was given birth, the students were up for this
challenge. But this was going to be much more challenging. In school, things can be kept under control, with authority
and easily so, while in a public place such as Golconda Fort, it was different. Primarily, for students it meant that they
had a wide variety of audience to cover there and I was sure that this aspect was going to play its part here by making
them a little nervous. Secondly, there was a possibility of some people getting offended as most people in that region
were consumers of Gutka. For both these hurdles to be crossed, it was important that the kids put up a really good
show. I wasn’t sure about them(the kids), but by then I was very clear in my mind that had I been one of them, I
would have been horrible. But then, good things happen to good people. And these kids were much more than just
‘good’. At a place like Golconda, where people would generally be interested in the history of the place, they were
rather finding their play interesting. By putting up the play in a louder(typically Nukkad Natak) tone, they
managed to attract a good amount of attendance. We got a really good response from the audience. While
some were pleased to see the drawings on the chart papers, most of the others appreciated the effort of the kids by
their spells of applauses. As we were getting late for the Saturday class, the kids did a quick rally on their way
outside the Fort. And this way by covering almost half of Golkonda Fort with Skit ( 5-6 times ) and a rally we
managed to create awareness among people ( 6 years to 80yr)
And this marked the successful completion of the project "The Red Poison".
Photo Album Link
http://s1213.photobucket.com/albums/cc476/mad_hchw/The%20Red%20Poison/