"I love that you've brought this to attention. An extensive database of uncommon but resistant and hardy plants/foods could be developed and organized by climate. Ease of growth and processing should also be taken in to account. I will try to…"
A crash course in changing the world.
To Teach a Man to Fish
"Give a man a fish and he will eat for a night.
Teach a man to fish and he will eat for the rest of his life."
In one of the exploration posts about working in Africa, Amy Smith's lists here 7th point as Provide skills, not just finished technologies. "The current revolution in design for developing countries is the notion of co-creation, of teaching the skills necessary to create the solution, rather than simply providing the solution. By involving the community
throughout the design process, you can help equip people to innovate
and contribute to the evolution of the product. Furthermore, they
acquire the skills needed to create solutions to a much wider variety
of problems. They are empowered."
I am a game designer who currently pays his bills by teaching. My goal in the classroom is NOT to show everything. I just can't. I don't have the time to do it. Even at the Guildhall, our instructors didn't. What they did, and what I attempt to do is show enough to get my students started and let them carry on from there. In several cases, I've had to step out of the way as they barrel forward into the unknown. It's exciting and awesome feeling each time that happens. And it's the same feeling and emotion I'd like to enable in other Evokers.
One thing that I respect about Alchemy is his vision and reach. He sees what is possible and understands innately how to move the pieces around to make change. He doesn't do all the work, he enables other to do so. And he does it style. There's a element of the older pulp hero in the evoke network too. For the lack of a better work, it evokes a certain style. If you want to know what I mean, take a look at The Shadow (1994), While we don't have secret decoder rings or invisible ink messages. We don't need to, we hide out in plain sight. The most obvious is overlooked. Ultimately, I'm find it more rewarding. Before finding Alchemy's message for help, I would take part in my church's giving tree program. This last year was hard, as majority of the requests were for general gift card to supermarkets or Wal-mart. I do not know who got the card I gave, but I hope they are doing okay. Evoke has the same feeling around it. I am doing good where I can when I can.
I've started to look at the other parts of Act I and I found this while searching Social Edge's GSBI 2009 list. A hero that I have found? perhaps! I'm going to contact and follow several. That's just who I am.
Nik Kafka
Teach A Man To Fish (TAMTF), South America and Africa
www.teachamantofish.org.uk
TAMTF supports high schools in developing countries to adopt Education
That Pays For Itself, an innovative approach designed to transform
children from the poorest of families into economically successful
graduates. This approach overcomes access barriers by creating schools
which are virtually free and focused on the entrepreneurial and
practical skills needed for young people to lift themselves out of
poverty. Graduates from a TAMTF school typically earn 2.5 times as
much as their peers. Unlike alternative efforts, the TAMTF model is
financially sustainable, allowing schools to run indefinitely without
additional funding.
Teach a man to fish and he will eat for the rest of his life."
In one of the exploration posts about working in Africa, Amy Smith's lists here 7th point as Provide skills, not just finished technologies. "The current revolution in design for developing countries is the notion of co-creation, of teaching the skills necessary to create the solution, rather than simply providing the solution. By involving the community
throughout the design process, you can help equip people to innovate
and contribute to the evolution of the product. Furthermore, they
acquire the skills needed to create solutions to a much wider variety
of problems. They are empowered."
I am a game designer who currently pays his bills by teaching. My goal in the classroom is NOT to show everything. I just can't. I don't have the time to do it. Even at the Guildhall, our instructors didn't. What they did, and what I attempt to do is show enough to get my students started and let them carry on from there. In several cases, I've had to step out of the way as they barrel forward into the unknown. It's exciting and awesome feeling each time that happens. And it's the same feeling and emotion I'd like to enable in other Evokers.
One thing that I respect about Alchemy is his vision and reach. He sees what is possible and understands innately how to move the pieces around to make change. He doesn't do all the work, he enables other to do so. And he does it style. There's a element of the older pulp hero in the evoke network too. For the lack of a better work, it evokes a certain style. If you want to know what I mean, take a look at The Shadow (1994), While we don't have secret decoder rings or invisible ink messages. We don't need to, we hide out in plain sight. The most obvious is overlooked. Ultimately, I'm find it more rewarding. Before finding Alchemy's message for help, I would take part in my church's giving tree program. This last year was hard, as majority of the requests were for general gift card to supermarkets or Wal-mart. I do not know who got the card I gave, but I hope they are doing okay. Evoke has the same feeling around it. I am doing good where I can when I can.
I've started to look at the other parts of Act I and I found this while searching Social Edge's GSBI 2009 list. A hero that I have found? perhaps! I'm going to contact and follow several. That's just who I am.
Nik Kafka
Teach A Man To Fish (TAMTF), South America and Africa
www.teachamantofish.org.uk
TAMTF supports high schools in developing countries to adopt Education
That Pays For Itself, an innovative approach designed to transform
children from the poorest of families into economically successful
graduates. This approach overcomes access barriers by creating schools
which are virtually free and focused on the entrepreneurial and
practical skills needed for young people to lift themselves out of
poverty. Graduates from a TAMTF school typically earn 2.5 times as
much as their peers. Unlike alternative efforts, the TAMTF model is
financially sustainable, allowing schools to run indefinitely without
additional funding.
Views: 13
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Comment by Marcus Tracy on March 3, 2010 at 10:46pm
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Completely share your sentiment. Good thoughts.
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Comment by Gregory Walek on March 4, 2010 at 3:37am
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Thank you Marcus!
Comment
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public servants
The exchange works directly for state and public workers and servants. It gives them credit in exchange for the amount of public work they contribute to the community. The more constructive they are based off a base rate the more credit they recieve.
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