Transformers SIT - EIB (Round 2)

NEXT STEP?
TAKE OVER THE WORLD

C A L A D A D O C A S C O N 8 3 D T O 1 1 0 0 - 1 2 3
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TRANSFORMERS PROJECT APPLICATION FOR THE EIB
SOCIAL INNOVATION TOURNAMENT (2nd ROUND)
This is the Transformers Project application to the Line B of the Social Innovation Tournament of the
European Investment Bank. Here we will present an already implemented idea of social change that
was put in practice in the streets of Lisbon in 2010 by teens from all backgrounds of life dedicated to
solve the problem of youth inactivity in their community. Today, what we do is not just about our
community anymore; the project grew and is becoming a movement. For most, transformers is
just a series of films; we hope that, after getting to know us, the word transformers for you wont
stand anymore for a sequel of films, but to kids that became the freshest agents of social change.

TRANSFORMERS | AGENDA

1. PICTURE FROM ONE OF THE T-KIDS OF THE PHOTOGRAPHY GROUP OF TRANSFORMERS PROJECT IN CASA SEIS TAKEN UNDER A WORK TO PORTRAY THE PLACE WHERE THEY LIVE
01 | WHAT WE STAND FOR 02 | WHAT WE OFFER 03 | WHAT WE DID 04 | WHAT WE NEED
INTRODUCTION
TEAMS COMMITMENT
ISSUE ADDRESSED
RELATIVE SIGNIFICANCE
OPPORTUNITY FOR IMPACT
OUR THEORY OF CHANGE
HOW THE CHANGE HAPPENS
KEY ELEMENTS
KEY PERFORMANCE INDICATORS
STRATEGY
IMPLEMENTATION PROCESS
REPLICABLITY
SOCIAL ACHIEVEMENTS
SCOPE FOR IMPROVEMENT
ASSESSMENT OF RESOURCES
COST EFFECTIVENESS
PARTNERSHIPS
SUSTAINABILITY

01 | WHAT
WE STAND FOR
TRANSFORMERS | WHAT WE STAND FOR

TEAMS COMMITMENT
As Anthony Robbins said The only limit to your impact is your imagination and
commitment. In Transformers, we are deeply dedicated to our cause because we
have all felt the frustration of wanting to change the world, of desiring to make a
difference, but not knowing how we could do that.
Deep down, Transformers Project is directly connected to our personal struggle to
fight the gap existent between what the young people look for in volunteering
and the forms of volunteering we have access to. Thus, what we do is the result
of our personal experiences since, once upon a time, we all craved for something
more in our lives that made us feel useful and passionate at the same time.
All this makes us very committed to Transformers because what we do, more
than working in a project, is fighting for a cause we care. Only this way we would
be able to launch an entirely volunteer-led movement that in little more than 2
years would reach over 300 kids, 51 mentors and 22 institutions with 37 activities,
in Lisbon and Oporto. This is why we believe that the extent of our commitment
makes us overcome any obstacle we may face due to be just kids.

2. TRANSFORMERS' COORDINATION TEAM IN LISBON

No, we are not a sequel of films but our story sure is worth it. Our roots go back
to 2008 to the time when a break-dance crew that used to practice in the streets
of Palmela started to use break-dance as a way to get across the Hip-Hop
message of Peace, Love, Fun and Unity to kids in their community, by means of
free showcases and dance workshops. The interesting point is that they did not
became socially active on their own initiative, they just started giving free
workshops because kids from their neighbourhood saw them dancing in the
street and asked for them. In other words, it was their passion for breakdance the
trigger that made them become more engaged and socially active. Break-dance
was not a hobby anymore and it became their super-power.
Today, four years later, the informal outreach undertaking of this break-dance
crew grew into Transformers Project, and it is not just about break-dance
anymore. It is about hundreds of young people from all the fields of the Arts,
Sports and Hip-Hop that are getting together to trigger youth engagement
worldwide by means of a volunteering program that aims to create a generation
of transformers, this is, a generation of people that use what they love to do to
catalyse positive social change.

2. PHOTOGRAPHY GROUP FROM TRANSFORMERS PROJECT


THE PROBLEM BEHIND THE ISSUE
However, often it is said that most of the times, more relevant than the issue
itself is its underlying cause. That is just the way we look upon the disengagement
of our youth: not as an end in itself, but as symptom of a deeper problem waiting
to be met and hunt out. What is the real problem?
For us, most of our youth is disengaged not because we are indifferent or
apathetic to social problems, but rather because most of us have not found yet
their own personal way to make that difference, which constitutes a completely
different problem and requires different solutions.
And this is not a light-minded belief of kids that didnt grow enough, but
something that is grounded in our very own personal experience: most of us
before joining transformers were socially inactive, but it was not because we
didnt care about our society, we do care. It just did not happen because we felt
we were not that important to society. Nowadays, we are engaged precisely
because we realized of how important our engagement is.
Back in the day, at the time when we were giving free break-dance workshops
and showcases around our local community in Palmela we came to realize that
we are actually important to our community. A head of state could have
politically more power, but he could not do what we were doing, because he did
not break-dance and he did not live this dance the way we did. Thus, through
break-dance we were able to promote a kind of social change that made us much
more engaged, because it strictly depended on us.

PRESENTATION OF THE ISSUE
The issue we are committed to tackle is the lack of social engagement of youth
across communities worldwide. In our homeland, Portugal, the statistics are
particularly striking (since here only 10% of our youth is engaged in any kind of
civic, social, political or volunteering group according to a research of IPJ), but we
believe this is a relevant issue for any European country, since even at the
aggregate European level the average of volunteering is only of 24%, according to
recent study on Volunteering of the European Commission.
In practice, this means that at the European level 76% of our youth is yet to be
engaged, corresponding to 46 million people out of the 61 million Europeans aged
between 15 and 24 years old. More than a measure of the relevance of this issue,
this statistic provides a look on the opportunity, scope for action and scalability of
transformers movement and the way of life we represent.

24%
76%
Rate of Volunteering in the EU-27 (2012)
Share of engaged youth
Share of youth yet to be
engaged

2 A LEGACY FOR THE FUTURE
Secondly, if we want our future leaders and decision makers to be prepared to
solve the social challenges ahead it is important that the youth of today is early in
their lives engaged in their communities and that volunteering for them is not
something you do once a week for one hour, but an attitude and lifestyle.
3 THE CRISIS & THE ROLE OF CIVIL SOCIETY
The crisis that is affecting Europe is compromising many governments capability
to address the social needs of their population, especially in countries going
through adjustment programs. In this context, being able to mobilize civil society
is critical, and youth is a substantial part of it.

The crisis &
the role of
civil society
A legacy for
the future
The full
value of
youth
RELATIVE SIGNIFICANCE OF THER PROBLEM TARGETED
We have seen that the levels of youth engagement in volunteering across most of
the European countries are low, with a European average of 24% according to the
previously referred study on Volunteering in the European Union. But what are
the implications of having such low rates of youth engagement?
1 - THE FULL VALUE OF YOUTH
We believe that one of the major implications of not fully engaging youth in our
communities today is just the difficulty in addressing specific social needs which
youth may be better equipped and prepared to address relatively to volunteers in
other age groups. This does not mean we are better volunteers than others, but
just that due to our condition of being young, of often having more free time and
lower pressure to sustain a family we might be better prepared to do certain
kinds of volunteering jobs than older people, with less free time or higher
pressure to sustain a family (and the reverse is true as well).
Thus, if we are able to harness the full value of youth engagement in our society
we believe we will be able to increase the time each volunteer, on average, can
dedicate to social and civic activities, we will be developing the skills of the people
entering in our labour market and, among many others, volunteering functions
that may require higher levels of education or training will be better filled by
young talented volunteers that get their training at school or college and find
here an opportunity to put in practice what they learn there.

02 | WHAT
WE OFFER
TRANSFORMERS | WHAT WE OFFER

ASSESSMENT OF THE OPPORTUNITY FOR IMPACT
In short, we just want to give every youth an outlet and mechanism through
which each one of us can express him or herself and transform the community in
a positive, fresh and collaborative way. In this section we try to explain why we
believe there is a real opportunity to solve this problem.
It is pretty straightforward that most of us is eager to learn something we are
passionate about, whatever that is. It is pretty straightforward as well that most
of the times there are people able and willing to teach us more about it
voluntarily. Taken together, we can say that this proves that there is an
opportunity for impact, which will sum up to the challenge of bridging the existing
gap between passionate people that want to learn something and people willing
to teach them voluntarily in order to empower them to become transformers.

People
passionate
about
something
People
willing to
teach them
Opportunity
for impact
ROBUSTNESS OF OUR ASSUMPTIONS
But if the idea is that simple why do people not just teach and learn with each other
on their own? In fact, in some cases we do! Within the Hip-Hop movement, which is
one of our major inspirations, it is very usual that people learn graffiti, break-dance,
DJing, and MCing (rap), with friends, informally, in the street, with what they have.
And at its essence our idea collapses to do just that.
Our idea is not new, in fact Hip-Hop movement started in 1970s and some of its
roots date back to the 1930s. What is new is to make it go across the borders of the
street culture, to any kind of sport, form of art activity or passion and to use it in
order to empower kids to be agents of positive transformation in their own
communities. We hope one day, just like with Hip-Hop, we are also able to become
a movement, beyond being a project or organization.

3. IN MOTION CREW PRACTICING IN PALMELA


THE 3 MAINS IMPACTS WE LOOK FOR TO HAVE ON THE T-KIDS

In terms of engagement philosophy, our best example is Jonathan, a t-kid that
became mentor of break-dance after one year of learning how to dance with one
of our mentors. As for skills development our best example is the one of Hugo
Lapa, a t-kid that learned photography and that recenty won a photography
contest promoted by the municipality of Lisbon. Finally, in termos of school
performance we have quite some cases of kids that said in the evaluation of the
activities that learning rap improved ther learnings in Portuguese Language
(writing correctly and with style), learning graffiti made them improve their
grades in the Drawing course at the university, among other examples. In the next
part of this document we will present our theory of change more detailedly and
provide some real life examples. As for the evidence in favour of these impacts,
you will be able to confirm the extent to which we are able to have these impacts
over our t-kids in the results section dedicated specificallly to this topic.

Best indices of
volunteering and
civic participation
Chain effect of a
mentors' role
Engagement
philosophy
Improved self-
confidence,
communication,
respect,
perseverance and
leadership
Skills
development
Use the link between
activities and the
school curriculum to
improve academic
performance
Improving
school
performance
OUR THEORY OF CHANGE
Our theory of change resumes to the process of turning teens into transformers.
We have seen previously that 76% of youth in Europe is still among that layer of
kids that are not socially active and we believe we can activate them by turning
them inTo Transformers. In this sense, TF can just be seen as a factory where
youngsters come in as regular persons and get out as transformers, which in turn
bring more kids that will become transformers, in a snowball effect.
After being transformed, It is our intention that these youngsters are able not
only to improve themselves in school and personally, but also that they can
manage to consistently have a positive impact in the community. In Transformers
Project, not only do we teach them something, as we also defy them to change
the surrounding communities. We try to show each one of them that, when you
do something you are passionate about, making the difference is fun.

4. WHAT IS BEHIND OUR THEORY OF CHANGE? PICTURE OF THE T-DAY ON 1O JUNE 2011


After choosing the candidates and training them, classes start and each mentor
goes at least once a week to the institution where he or she was placed to teach
and guide the t-kids there for at least 9 months. The goal of these classes is not
just to teach them some moves or skills, but really to create among the kids and
the mentor bonds that are long lasting, in a fresh and informal setting.
Finally, the year culminates with the paybacks in which each t-kid is challenged to
use what he or she has learned to transform his community in an original way.
This payback is firstly done in their community, but the climax where all the t-
kids get together and become transformers happens on the T-Day on June 10.

Applications
Institutions
Applications
Mentors
Conducting
Surveys
Select
Mentors
Training Classes Paybacks
New
Applications
HOW THE CHANGE HAPPENS
The cycle begins with the opening of applications for institutions. The only
requirement is that they have kids for us to mentor. At this stage any institution
can apply to have activities from TF by completing a short online form. Completed
with a visit for us to get to know the field, this serves as basis for our selection,
according to the number of vacancies. The selection criteria include the specificity
of the youth group they work with and the level of socio-pedagogical support that
can be provided to the mentors, among others. We are currently working with
young people in schools, prisons for underage teens, paediatric hospitals,
residential facilities, special education centres, local authorities and NGOs. In the
2nd stage, follows the opening of applications to mentors in which anyone with
any talent in anything can apply to be a future transformer. There are no age
limits, the only requirements are having a super-power and being available.
After the applications for mentors, a survey is done to the teens of the selected
institutions to know what activities they like the most, and it is based on their
preferences that we allocate mentors to institutions, taking into account their
skills and competencies assessed through an interview.
But you cannot just turn the mood, so we have a two-week training to teach all
mentors a little more of everything: what we are and why we are Transformers,
how to deal with children and youth, what does it mean to have a super-power,
among others. The training continues throughout the year with meetings every 3
weeks with the whole team.


REAL PROJECT EXAMPLES
In this part we try to give some concrete examples of activities we had so the
relationship between what we explained above and what happens in reality can
be better established through a description of what we do in the field:

The activity of break-dance in EB Miguel Torga
(Elementary School) is taking place since Nov 2010
until today and beyond, with approximately 12 t-
kids. The mentor is Fbio Pimentel and at the end
of their first year their payback was to make a
showcase to collect clothes to send to Kampala,
Uganda, where a fellow break-dance crew is at.

The activity of photography in ISU (NGO) in Alta de
Lisboa is taking place since Oct 2011 until today
and beyond, with approximately 9 t-kids. The
mentors are Raquel and Joana and at the end of
their first year their payback was to make
photographic reportages of social events in the
community that did not have this kind of support.

The activity of comics drawing in IPO (Paediatric
Hospital) took place since Nov 2010 until June
2012, with approximately 85 t-kids. The mentors
were Miguel, Paulo, Filipe, Rita and Catarina and at
the end of their first year their payback was to
make an exposition of drawings of super-heroes to
sensitize people to become marrow bone donors.

REAL PROJECT EXAMPLES
In this part we try to give some concrete examples of activities we had. So the
relationship between what we explained above and what happens in reality can
be better established, through the following examples.
The activity of music production in CEPAO (a
prison for underage kids) took place since Nov
2010 until Jun 2012, with 20 t-kids. The mentor
was Paulo Cunha and at the end of their first year
their payback was to make an album with songs
produced and composed by them to put across
some positive messages to their families.

The activity of graffiti in Bairro dos Moinhos da
Arroja is taking place since Oct 2011 until today
and beyond, with approximately 9 t-kids. The
mentor is Filipe Branco and at the end of their first
year their payback was to make a graffiti in a
degraded building of the area where they live to
show that we can make dirty stuff beautiful.

The activity of cooking in Residncia Joo Incio da
Lapa (host house) is taking place since Oct 2011
until today, and beyond, with approximately 12 t-
kids. The mentors are Rosrio and Rita and at the
end of their first year their payback was to make
coconut cakes for the T-day, our final event.


THE KEY ELEMENTS OF OUR THEORY OF CHANGE
In this part we try to define the elements that we believe make our work
innovative and our impact so strong. Transformers Project would not be what it is
without using what we love to do, without the payback, the diversity of kids we
work with and, of course, our mentors.

1 TO DO WHAT WE LOVE
At Transformers Project, each transformer makes the difference doing what he or
she loves to do, and there is no greater incentive for someone to be engaged in
his or her community than to do so through his or her passion.
Reaching
everyone
The key to
unlock youth
potential
The principle
of giving back
The arts,
Sports and
Hip-Hop
To do
what we
love
The
payback
Diversity Mentors
2 THE PAYBACK
Each t-kid within the Transformers Project in order to become fully a transformer
has to complete a mission: the payback. Thus, in order to do so, at the end of
each Transformers cycle, the t-kids are challenged to transform their community
using their unique super-power.
There have been tons of paybacks since we started such as using of graffiti to
restore the degraded walls of a public school with positive messages, to use Hip-
Hop dance to recruit marrow bone donors, to use photography to make the
media coverage of charity events and festivals, etc.
3 DIVERSITY
We made our priority to work with every youth and not just youth at-risk. The
reason behind this is that we want to use this project as a platform where kids
that may look so different can create bonds of friendship between them, such
that a young offender can be friends with a kid in a pediatric hospital, a teen that
is visually impaired can be friend of a teen in a difficult neighborhood, etc.
4 THE MENTORS
Using mentors is not a new idea, but it is a critical component of what we do.
What distinguish us is that our mentors work collectively at the crossroads of the
different activities and our relative small age gap between kids and mentors.


KEY PERFORMANCE INDICATORS
To evaluate the success of our activities, we have defined some key performance
indicators. Our success is defined in terms of progress towards our strategic goals
and our strategic goals concern three important stakeholders: the t-kids (the kids
in our activities), the mentors (those who teach the t-kids) and the institutions
(those who provide the t-kids and in-field support to our mentors and activities).
Thus, for each of these stakeholders we have defined key performance indicators,
because we believe that only with this 360 degrees approach it is possible to
evaluate our social impact fully. The list we define here is not extensive, but it
includes the ones we believe are the most impact-sensitive. For having a look on
the positioning of TF for each of these KPIs please see the results section.

5. PERCUSSION MENTOR AND FOOTBALL T-KID DURING THE T-DAY

In terms of how we measure these KPIs the main evaluation tools we use are the
written session reviews each mentor makes after each session where he or she
reports briefly how each class was, how many t-kids were there, main challenges
and successes and areas of the school curriculum that were indirectly covered
during the classes/ trainings/ jams.
Another tool, and probably the most important one we use to assess our impact,
is the surveys we deliver every year, by the end of the year, to t-kids, mentors and
institutions. Each survey has between 12 to 20 questions and there we make a set
of questions regarding the quality of the mentors, quality of the classes and
paybacks, quality of the organization in coordinating the activities, etc.

# t-kids, # of kids in the paybacks, # of kids that
become mentors or socially engaged, # of kids
that report improvements at school...
KPIs for t-kids
# mentors, # of mentors that never did
volunteering before, # mentors that keep in
touch with the t-kids outside classes...
KPIs for
mentors
# institutions, # of institutions reporting
academic or personal improvements from the t-
kids, # paybacks...
KPIs for
institutions

2 RESOURCES
Our main resource are our volunteers, since we are an entirely youth and
volunteer lead organization. The reason why we are all volunteers goes much
beyond the cheap is good. We are all volunteers because that attitude is at the
roots of our philosophy, since we believe it is everyones right to learn the things
we are passionate about and everyones duty to share that knowledge.
A fundamental resource is also the financial support because it allows is to cover
the transport expenses of our mentors when every week they go to the
institutions where they were placed. Moreover, financial support is also needed
to provide seed funding to our activities, to organize events like the Training
Weekends and organize the T-Day. This support comes mostly from Fundao
EDP, our Maecenas, but we are currently trying to develop fresh ways to come up
with part of the financing on our own (see Sustainability in last section).
STRATEGY
This part is dedicated to explain TF strategy, which we considered to be the way
our activities, resources and objectives are aligned towards our social vision: to
socially engage youth across communities worldwide through what we love to do.
1 ACTIVITIES
By means of our activities, as we described them before, every year a set of kids
becomes transformers, because all of them are challenged at a certain point to
come up with an action to transform their community using the talent they have.
We do not know yet the extent to which they keep engaged in the long-term
because we cannot yet do that type of analysis, but there have been cases of t-
kids that became mentors in their own communities (below you find an article by
of Viso Junior magazine about Jonathan, a t-kid that become a mentor).


Thus, over the long-term what we want to scale is not so much our organization,
but our purpose, since we believe that building a big organization goes in the
opposite direction of growing a movement, the latter requiring much higher
degree of autonomy, freedom and adaptability than the former.
Last year something interesting happened. We had 2 mentors of the activity of
photography in CASA SEIS leaving the project at the end of the year because they
wanted to move their photography lab location to a challenged neighbourhood in
Lisbon to do what they did with Transformers Project once per week, everyday of
the week. It is true that they left the project, but still this was a success because
they did not left the movement. And we exist for this: to become unnecessary.

6. IN THIS PHOTOGRAPHY WE CAN SEE SLVIA AND DOMINGOS, THE 2 TRANSFORMERS' MENTORS
THAT RUNNED THE ACTIVITY OF PHOTOGRAPHY IN CASA SEIS WITH TRANSFORMERS PROJECT AND
THEIR T-KIDS, AND THAT NOW CHANGED THEIR LAB LOCATION TO A SOCIAL NEIGHBOURHOOD

OBJECTIVES
OVER THE SHORT-TERM
On the short-term (meaning the current school year of 2012-2013) our goals are
to engage lastingly 50 mentors and 300 t-kids in the project and bring 8 new
institutions to the project to join the twelve we already had, in the 2 locations
where we already are in place: Lisbon and Oporto.
OVER THE MEDIUM-TERM
On the medium-term (meaning 2 years time) our goal is to expand the project to
another location in Portugal Coimbra where we already have an Association
interested to replicate our model and make sure the three autonomous locations
can work collaboratively with each other.
OVER THE LONG-TERM
Transformers started out as just an idea, it is now a project, but what we aspire to
do is to make of it a movement so maybe one day, not too far from today,
transformers will just be a lifestyle. Over the long-term we hope Transformers
Project is coming close to become a movement: the key elements of our theory of
social impact will be used by other organizations, mentors that left the project
started their own programs in the communities they care with, the t-kids became
mentors and are actively engaged. Over the long-term, we aspire to have 9 in
each 10 young people socially engaged by means of what they love to do.


SCALING STRATEGY
Now that we know that what we want to scale is not our organization, but our
purpose, how are we going to do about it?
Our scaling plan is following a model close to the AA (Alcoholic Anonymous)
movement one, but with a slightly higher degree of integration. In this sense all
about Transformers Project actions and initiatives are open-source (we publish all
the documents on-line) and we support and share material with other
organizations and entrepreneurs wanting to start their own initiatives. Thus, if a
specific organization just looks for specific information regarding our work
procedures, but not wants to replicate the project itself, it will be able to do so.
However, if an organization or another group of kids like ourselves want to
replicate the model elsewhere and take advantage of the network it will also be
possible for them to do so, thereby starting what we call a new chapter. This
new chapters will be to a great extent autonomous since they will have to make
their own fundraising, recruitment of volunteers and coordination of activities. In
common they have the compromise to stick to the general principles of what we
do, with freedom to test and improve them, and a similar identity.
In parallel, we will constitute a group work made of representatives of each
Transformers Chapter that will work like the Olympic Committee. This group will
have their own funds and will decide each year which Chapter will organize the
Training Weekend and which will organize the T-Day, which will be common.

After deciding which places will host these events, this group work will give
funding to the selected Chapters so they can organize these events. Thus, each
chapter will have a good degree of autonomy, but we will all be part of the same
identifiable network and will work collaboratively work across the year and be
together in common events like the Training Weekends and the T-Day.
Currently, close to half of our budget (10.000 EUR) is spent in these events. Thus,
the main advantage of this strategy is that each chapter will not need to fundraise
to the T-day and training events, and only need to raise funds for the activities
they directly run, making the project easier to replicate. In this sense, there are
economies of scale of scaling Transformers since it is as if the T-day and the
Training Events were like fixed costs.

Work
Group
Lisbon
Chapter
...
...
Oporto
Chapter

REPLICABILITY
Now that we got to know Transformers strategy we try to answer the question
on whether or not Transformers Project is easier to replicate. We definitely
believe that our theory of social impact is easy to replicate and in this part we
will try to give some arguments in favor of this.
1 TRANSFERABLE KEY ELEMENTS
Firstly, we believe that to a great extent the key elements of our theory of
social change (to do what we love, paybacks, diversity and mentors) are
transferable and applicable across communities.

The paybacks have a very low degree of specificity because we believe that to
use what you love to make a difference is not that dependent on the context,
you can make a difference everywhere. As for the mentors, we also believe that
any community has people that know something and are willing to share it,
because we all have some kind of super-power. The key elements of diversity
and to do what we love are the ones with higher degrees of specificity because
usually it is easier to find diverse t-kids more in urban areas than in rural ones
(by diversity we mean t-kids from a diverse set of institutions, not just schools)
and to do what we love may depend also on the conditions you have to learn
the activity. You can learn how to dance in the playground for children, but you
cant learn snowboard in Lisbon.
Concluding, we believe that in general our key elements are universally
applicable especially because we believe we can account for the one which has
the highest degree of specificity (diversity) through the Transformers network.
2 EASINESS OF ADOPTION
At last, we believe that Transformers project principles and program can be
easily adopted everywhere because it has relatively low financing needs and its
implementation does not depend on people with skills or levels of education
difficult to find. This project was developed and implemented from the mind
and at the hands of teenagers with little experience, but lots of passion.

03 | WHAT
WE DID
TRANSFORMERS | WHAT WE DID

PROGRESS MADE
We started out very informally, but soon we had the opportunity to present this
project at the 2010 Annual Meeting of the World Economic Forum, in Davos.
After coming back from Davos we constituted ourselves as a Juvenile Association
since at the time we started this project in August 2010 we were all teens.
PARTNERS
We managed to unite in turn of this project over 30 partners of 4 different
nationalities (Portuguese, British, Italian and American) including private
companies, governmental organizations, Media and NGOs. Our three main
partners are the EDP Foundation (which is our Maecenas), the Global
Changemakers Program of the British Council and Brandimage.
TEAM
Our team is divided between Lisbon and Oporto, in the former we have 8
elements in the organization and in the latter we have 5, which for both cases are
distributed among 4 areas and work entirely as volunteers, while studying and
working in part-time or full-time jobs.

Areas
Finance Marketing Activities Advocacy
RESULTS
In these 2 years of operations we managed to get extremely positive results that
give us some insight on the magnitude of social impact that we can have in the
long-run tackling this issue of youth disengagement. This brief analysis of our
results is based on the London Benchmarking Group Model that we have been
using to measure the impact of our project since it stated.
SHORT-TERM RESULTS
Over the course of the last 2 years we managed to mobilize 35 mentors to teach
over 360 kids from 13 different institutions 17 different activities. From these 360
t-kids, around 120 are now with the same mentors within the same activities
since the first year. The 17 activities include: graffiti, photography, musical
production, soccer, swimming, cooking, break-dance, rap, new style Hip-Hop,
cinema, theatre, visual arts, percussion and waste conversion into art. As for the
t-kids, there is a strong gender balance, despite we have slightly more t-boys than
t-girls. From the 360, around 70% are between 11 and 16 years old.
Since the project started we offered 1,051 hours and 30 minutes of classes, which
took place at the institutions where these kids are during the school years of
2010-2011 and 2011-2012. As for their origin, 80 come from Pediatric Hospitals,
15 from centers for the visually impaired, 30 from regular schools, 150 from
schools in difficult neighborhoods, 22 from prisons for underage kids and 65 from
NGOs across Lisbon. Next year, we will be in Oporto.


LONG-TERM RESULTS
In terms of long-term results since the project is still recent we are not able to
prove conclusively the robustness of our outcomes. However, there have been
some clues in the surveys we conduct to kids, mentors and institutions every year
that already reveal some of the positive impacts of our work.
Before getting across some of the already identified long-term impacts it is
important to note that despite this idea started out as a project, we want to scale
it (as we already did in Oporto) so it can become a movement of different people
and different organizations that use this formula coming from the streets to
engage youth across their communities. Thus, what we really want to scale is our
purpose more than our organization, such that one day with or without
transformers more young people use what they love to do to make a difference,
more than a hobby, to be engaged became a lifestyle.

Project
Movement
Way of life

1 AFTER MOVING ON T-KIDS TEND TO BE MORE SOCIALLY ACTIVE AND
BECOME FUTURE MENTORS
On the basis of the surveys we conducted for the last 2 years, over 80% of the t-
kids we have worked with admit they would like to be mentors in the future. Up
to today, there were already 3 t-kids that become mentors within our outside
transformers and over 70% of them made some kind of payback to their
community.
2 THE PEOPLE THAT BECAME MENTORS WERE NOT SOCIALLY ENGAGED
BEFORE AND TEND TO INCREASE THEIR ENGAGEMENT LEVELS FROM THEN ON
Around 90% of the 35 mentors that have been part of Transformers Project until
today were not socially engaged before. The amazing fact about this statistic is
that it reveals that these young people were not inactive because they were
indifferent, and shows the line of potential engagement we have ahead. Besides,
there have been some cases of mentors that left out the project in order to
implement their own mentoring programs in their communities.
3 T-KIDS AFTER PARTICIPATING IN THE PROJECT WILL TEND TO BE MORE IN
TOUCH WITH KIDS FROM DIFFERENT COMMUNITIES AND REALITIES
Over 50% of our t-kids admitted they made new friends from different
institutions. We expect these friendships to endure in the future.


SCOPE FOR IMPROVEMENT
We believe that in the last 2 years of operations we managed to get extremely
positive results in terms of our ability to tackle this issue of youth disengagement.
However, even though the project is growing and striving, there are definitely
some challenged and room for enhancement.
1 NUMBER OF PAYBACKS
Last year, we increased the number of kids, institutions and mentors, but the
number of paybacks remained the same as in the previous year. This constituted
a problem because it is one of our key elements and we were not able last year to
clearly communicate the message to mentors and t-kids about what the payback
really is. For instance, a theatre showcase in the community just by itself is not a
payback; a payback is something the kids and mentors do to give back to the
community using their talent with a tangible social impact. In the case of theatre
kids, what they did was to use the showcase to collect clothes to send to a fellow
break-dance crew in Uganda, as already stated before.
2 QUALITY OF THE TRAINING
Other aspect we aim to improve is the quality of the training we provide to the
mentors since they assessed the training to be around 3.8 (in a scale of 5). It
seems like we are not still able to completely prepare them to the realities they
face, especially when some of them had never did volunteering before or, despite
talented, had never taught kids what they do.

3 STRENGHT OF THE LINK WITH THE SCHOOL CURRICULUM
Finally, another area we seek to improve is our ability to influence kids
school performance through our activities. As we can see from the graph
below, the t-kids do recognize they learned lots of new things, but that
did not help them much to have better grades at school. We are still
trying to find out how we can solve this specific problem.

There are other areas with room for improvement, namely in terms of
our ability to engage the parents of the t-kids, something, which has been
difficult up to this point and mentors assiduity to the meetings every
three weeks, that is very high in the beginning and in the end, but usually
lower at half way, something we are trying to fix this year.

0
1
2
3
4
5
Q13 - I learned a lot of new
things
Q14 - I improved my grade on at
least one subject due to being
involved in this activity
BETTER STUDENTS?

TRANSFORMERS | WHAT WE NEED

04 | WHAT
WE NEED

TRANSFORMERS | ASSESSMENT OF RESOURCES

ASSESSMENT OF THE RESOURCES NEEDED
In this part we try to give an insight on the resources are needed to implement a
Transformers Project Chapter. Firstly we will speak of non-financial resources and
then we will speak of the financial resources, where we will try to illustrate where
we spend our money on average.
At this stage, please bear in mind our long-term growth strategy of creating a
Transformers network made up of autonomous and collaborating chapters, in
parallel with the dissemination of the idea worldwide.
1 NON FINANCIAL RESOURCES
Among the non-financial resources the most important resource is, of course, the
people, in our case, our volunteers. Transformers Project is an entirely volunteer-
led movement and it is our goal that it remains just like that. To start a new
chapter it would be good to start with at least a group of 10 mentors, which need
to be really well chosen. They cannot see volunteering as something we do when
we feel like, but something that is at least just as serious as any paid job.
As for the places where we run the activities we are not very demanding either.
The activities do not take place at a central place, it is our mentors that go to the
institutions to teach the activities in a space that is provided by each institution for
that activity. Most of the times the space we have is not the ideal one, but it is the
one we have. That is why we transform classrooms into music studios, murals into
canvas and gyms into dance studios.

1 FINANCIAL RESOURCES
The financial resources are definitely an important component for our project,
however, taking into account some experiences we had when we were short of
funds, we came to believe that there might be a chance that if by any chance we
were out of all the funds, at least some activities would still run, just because the
mentors are so much engaged. Anyway, the financial resources are so important
because they allow us to reimburse the mentors for their travel expenses, to
provide seed funding to each activity and to organize the Training and the T-Day.
Our annual budget, now that we have 37 activities, 51 mentors, 22 institutions and
350 t-kids is approximately 25.000 EUR distributed as follows:

10%
5%
22%
25%
10%
17%
11%
Transformers Costs
Admninistrative
Personnel
Classes and activities
T-day
Marketing
Training
Internationalizations
TRANSFORMERS | COST EFFECTIVENESS

COST EFFECTIVENESS
Now we come to the essential point: is Transformers cost effective in face of the
impact we have at the grass-roots level in our t-kids, mentors and institutions?
We believe so, doing some raw mathematics, if we divide our annual budget of last
year (19.707,32 EUR) by the total number of the t-kids we worked with back then
(234) we can conclude that for Transformers Project, on average, providing each t-
kid the opportunity for him to learn what he loves, for 9 months, every week, with
all the materials and including going to events like the T-Day and championships
costs us 84 EUR on average. It is important to note that for each activity these
values change a lot because for some activities there are little expenditures while
for others, like graffiti it is very expensive to keep them running.
However, if instead of using our annual budget (which includes all the
expenditures we had) we only use the expenditures we had directly with the
activities, this is, excluding T-Day and Training for the mentors (which was of
7.772,37 EUR) the cost for each t-kid is about 33 EUR, which is a much more
accurate estimate of the real cost of providing the activities.
We say that the 33 EUR estimate is the more accurate one, because in the long-
term each Transformers Chapter will not need to finance the T-Day or Training
Events because those will be common to the different chapters and will have their
own funds coming from the Transformers Olympic Committee we spoke about
earlier, thus reducing financing needs to each T-Chapter.

This way, each T-Chapter will only have to be concerned only with providing
transport subsidies so the mentors so they can go to the institutions to give their
trainings, classes or jams and to provide seed funding for the activities, to cover for
needs in terms of materials, taking the t-kids to championships, etc.
All this financing needs are currently being met by means of private sponsorships
and government grants, but we are currently trying to develop our own sources of
revenues this year as a way to reduce our dependency on the availability of grants
or sponsorships, become more sustainable and develop the ability to provide seed
funding to future chapters joining the Transformers Movement (see next page).
Financing Needs
Transformers Olyimpic
Committee
T-Day Training
T-Chapters
Transport
and Activities
TRANSFORMERS | PARTNERSHIPS

WHY PARTNERSHIPS?
Another point we wanted to make in this application is that we adopted a model of
collective social impact, in which we try not to do for ourselves everything we need
to do in order to make Transformers Project successful, but the things in which we
believe we can specialize and be really good at, namely coordinating activities,
training and motivate mentors and providing a strategic framework, and the ones
nobody can do for ourselves (e.g. being transparent with the funds).
Then, in the same way other institutions use what Transformers is good at that
they cannot do as well (managing volunteers, finding activities, train and place
mentors), in Transformers we try to work collaboratively with other institutions so
they can help us with what they are good at: the institutions where he held the
activities know better the field than us, so a good part of the responsibility to
support the mentors is their own; the same applies for instance to Brandimage,
our partner that made our logo, website, flyers, posters, t-shirts, etc. which is
much better than us in terms of design and find here an opportunity to increase
their levels of corporate social responsibility in an original way.
We believe that this way, working closely and collaboratively with other
organizations we can achieve what no organization by itself, be it us, the
government, an NGO or private firm, could achieve.
OUR PARTNERS

TRANSFORMERS | SUSTAINABILITY

ARE WE FINANCIALLY SUSTAINABLE?
Financially-wise, we almost entirely depend on private sponsorships (our
Maecenas Fundao EDP covers 74% of our financing needs) and on Government
Grants (Global Changemakers Program of the British Council and IPDJ cover 20% of
our financing needs). In terms of financial sustainability, we believe we are
sustainable in the sense that our sponsors want to keep financially supporting
Transformers, but we also believe we need to develop our own sources of revenue
to become more self-sustainable in the medium-term.

7. SELLING THE MUSIC ALBUMS MADE BY OUR T-KIDS AND MENTORS IS ONE OF THE POSSIBILITIES
TO INCREASE OUR OWN SOURCES OF REVENUE

THE PATH TO BECOME MORE SELF-SUSTAINABLE
We have been thinking in some ways to increase our self-sustainability and here
will present the ideas that are more likely to be implemented soon:
1 TRANSFORMERS FESTIVAL
In Portugal, during the summer, in the period that follows the T-DAY there are
usually many Music Festivals. Taking this into account, our idea wwas to make this
year, instead of a T-DAY, a T-FESTIVAL with several activities, with some music
bands from outside the project that could somehow bring in some inspiration to
the t-kids to keep chasing their passion. This festival would be free to the t-kids
and transformers volunteers and respective families, but the general public which
would go the T-FESTIVAL not only to see Transformers but also the other music
bands would have to pay, and by doing so it will support the movement.
This Festival would have is own identity and would try to bring in artists and
athletes that are transformers (make the difference using what they love), even
though they are not t-kids or mentors.
2 TRANSFORMERS MERCHANDISING
Another idea we are working on is to sell some materials we have been producing
so far, namely CDs (see picture on the right) and personalize on demand, by means
of manual arts and graffiti, the t-shirts, sweats and kicks of people wanting to add
more flavour to their clothes. We hope you can be one of our future customers!
TRANSFORMERS | CONTACT US

JOO RAFAEL BRITES JOANA FILIPA COSTA
TEL +351 96 875 08 37 TEL +351 91 902 42 54
EMAILjoaobrites@projectotransformers.org EMAIL joanacosta@projectotransformers.org

Go and check our video:
http://vimeo.com/34234351

To know more about Transformers Project visit:
http://www.projectotransformers.org/
http://www.youtube.com/user/projectotransformers
http://www.facebook.com/projectotransformers

TRANSFORMERS | CVS OF THE TEAM

CARLOS AMADIS Marketing Coordinator in the Oporto Team
DIOGO SILVA Finance and Sustainability Coordinator in the Lisbon Team
HARRIET SMITH Co-founder, activities Coordinator in the Lisbon Team
INS MURTEIRA Activities Coordinator in the Lisbon Team
JOANA COSTA Activities Coordinator in the Lisbon Team (Co-author of the application)
JOO BRITES Co-founder, Finance and Sustainability Coordinator in the Lisbon Team (Co-author of the application)
MARIANA JACINTO Marketing Coordinator in the Lisbon Team
RAFAELA LOPES Finance and Sustainability Coordinator in the Oporto Team
RBEN ROCHA Activities Coordinator in the OPorto Team
TIAGO DANTAS Marketing Coordinator in the Lisbon Team
TIAGO PINTO Activities Coordinator in the Oporto Team

Europass
Curriculum Vitae

Personal information

First name(s) / Surname(s) Carlos Amadis
Address Rua Diogo Co,38, 4440-599 Valongo/Porto (Portugal)
Mobile 915892985
E-mail(s) carlosamadisrm@gmail.com
Nationality Portuguese
Date of birth 11/04/1984
Gender Male

Work experience

Dates 09/05/2004 - 17/02/2007
Occupation or position held Security
Main activities and responsibilities Control internal security circuits on private spaces.
Name and address of employer Charon SA
Porto (Portugal)
Type of business or sector Private Security

Dates 11/05/2007 - 13/04/2008
Occupation or position held Comunicator
Main activities and responsibilities Making the bridge between our clients and the company.
Name and address of employer Portugal Telecom
Porto (Portugal)
Type of business or sector Information and communication

Dates 01/11/2011 - 01/11/2012
Occupation or position held Coordenator
Main activities and responsibilities Coordenate the volunteers and the comunnity center.
Name and address of employer Federao Acadmica do Porto (FAP no Bairro)
Porto (Portugal)

Dates 13/04/2012
Occupation or position held Organization
Main activities and responsibilities responsable for the organization of the project and its image.
Name and address of employer Associao Juvenil Transformers
Porto (Portugal)
Type of business or sector Human health and social work activities

Education and training

Dates 10/09/2009 - 16/06/2012
Level in national or international
classification
ISCED 5

Personal skills and
competences

Mother tongue(s)
Portuguese

Other language(s)

Self-assessment

Understanding Speaking W r i t i n g
European level (*) Listening Reading Spoken interaction Spoken production
English
C1 Proficient user C2 Proficient user C1 Proficient user C1 Proficient user C2 Proficient user
French
B1 Independent user B2 Independent user B1 Independent user B1 Independent user B2 Independent user
(*) Common European Framework of Reference (CEF) level

Social skills and competences Natural leader. Good group cooperation.

Technical skills and competences Creative, delivered and good communicator

Driving licence(s) B

Diogo Alves Nunes da Silva
Portuguese, Single, born 11/06/1992
Rua Rio Pequeno, Casal do Regueiro, n 4
2590-287 Sabugos Sobral de Monte Agrao Lisboa
Telephone: +351 91 249 02 09 E-mail: d_silva_11@hotmail.com

MAIN EDUCATION

Undergraduated Course (1
st
Cicle) in Economics
09/2010 06/2013 NOVA School of Business and Economics - Lisbon, Portugal
Current average: 14,00/20,00
Scientific-Humanistic Course of Sciences and Tecnologies
Escola Secundria Vitorino Nemsio (12
th
grade) Lisboa, Portugal -, Externato Joo Alberto Faria (10
th
and 11
th

grade) Arruda dos Vinhos, Portugal
Final average: 18,30/20,00
3
rd
Cicle of the Basic Education
Externato Joo Alberto Faria (7
th
until 9
th
grade) Arruda dos Vinhos, Portugal
2
nd
Externato Joo Alberto Faria (6
th
grade) Arruda dos Vinhos, Portugal -, Escola Bsica de 2 e 3 Ciclo da Costa de
Caparica (5 ano) Almada, Portugal
1
st
Externato Ferno Mendes Pinto (2
nd
until 4
th
grade) Lisboa, Portugal -, Escola Bsica EB1 da Costa de Caparica
(1
st
ano) Almada, Portugal

PROFESSIONAL EXPERIENCE

Event manager
05/2012 now - Visi Vici Produtores de Sonhos
Tarefas: organize and build the scenario in events such as weddings, birthday parties; support as a hoster during
the event
Model
2/2012 now - Mega Models International
Tasks: figurar in commercials from Vodafone, for instance; catlwalking
Extra in soap operas and TV commercials
14/10/2011 and 07/10/2011 Valente Produes; 30/09/2011 2/10/2011 Produtora Crowd; 23/06/2011
Produtora Molotov (TV and advertising producers)
Tasks: figure in commercials from Optimus, TMN and MacDonalds or soap operas as Rosa Fogo or Maternidade
Co-founder, Finance and Partnerships Manager
08/2011 now Frozen Wear (surf wear company) - www.frozenwear.net
Task: Decide investments to do and opportunities to take; search for financing; stablish partnerships (Modeling
Special Factory Agency, Montecampo, Anyway shop, Visual shop, WorldSketching Tour)
Communication Manager
08/10/2010 01/2012 AIESEC, International Economic and Commercial Sciences Association (largest student
run organization in the world)
Tasks: produce a monthly newsletter for more than 100 members; design merchandising; plan events
communication
Human Resources Manager
08/10/2010 now AIESEC
Tasks: Organize a Local Committee Meeting; Interview candidates; promote AIESEC in the recruitments; monitor
5 members of different areas, create individual development plans and manage goals and motivations; present
sessions (AIESEC brand management, how to represent Portugal abroad, manage cultural shock, ice-breakers,
among others) in conferences
Project Leader
15/03/2011 25/06/2011 AIESEC
Tasks: Direct a team of 6 people with the goal of organizing an AIESEC international summer camp for the first
time in Portugal; last responsible for the realization of all tasks (project planning, budgets, profile of trainee
wanted, partnerships and divulgation)
Finance Manager in a Project
15/03/2011 25/06/2011 AIESEC
Tasks: Budget all necessary; monitor budget execution; manage spendings and earnings through billing; calculate
final balance sheet and income statement; work as operational during a weekend in a conference (from cooking
to helping with the sessions logistics)
Summer Camps Staff
11/07/2011 12/08/2011 e 28/06/2010 17/07/2010 Associao Pranima
Formation: Intensive Course of Summer Camps Monitor (Santo Anto do Tojal, 5/04/2010 10/04/2010)
(recognized by IPJ Portuguese youth institute)
Tasks: Plan activities and logistics; responsible for a team during the summer camp (5-7 children and young men);
cheer with theatres, games, shouts, cheers, musics and/or whatever is planned
Call Center Operator
23/02/2011 11/07/2011 PT Contact
Tasks: Phone and receive phone calls with the goal to monitor the technicians work (asks for information from
many departments, help in the field and dealing with the client are some examples)
Maths Tutor
02/2009 05/2009
Tasks: help with study material and aditional explanations
Archeologist Assistant
06/07/2009 17/07/2009 Camra Municipal de Sobral de Monte Agrao (city council)
Tasks: field work in chasing and filter historically important pieces in a finding (dig layers and surrounding terrain)
Fire Watcher
07/2007 07/2007 Camra Municipal de Arruda dos Vinhos (city council)

ADITIONAL EDUCATION

International exchanges of young men from social neighbourhoods all over Europe - European Playworkers
Association (Lisbon/Gis (POR) in 08/2007, Malaga/Marbella (SPA) in 09/2008, Lisbon/Alcoutim (POR) in 08/2009,
Hamburg/Kiel (GER) in 08/2010), Derry (NI UK) in 05/2012
Tasks: Criate clothes from recicled material and catwalk in street actions; prepare and present workshops about
education; participate in debates and games; LEARN
Human Resources Trainings (interviews and group dynamics):
STAR Method (Situation, Task, Action, Result) AIESEC Portugal (Universidade de Aveiro, 16/09/2011)
BEI Method (Behavioral Events Interview) - People and Values (Instituto Superior de Economia e Gesto,
02/2011)
Team Bulding Teacher AIESEC Lisboa Nova (NOVA School of Business and Economics, 12/2011)
Artistic education:
Photography Beginners Course - Clube de Fotografia dos Servios Sociais da Caixa Geral de Depsitos (Lisboa,
08/2008)
Cinema Mini-course O Primeiro Olhar (First Look) - Associao Cultural Amigos de Lumire in the space of
CCB (Lisboa, 10/2007)
Theatre Beginners Course - Museu do Traje (Lisboa, 06/2004)
Speaker:
Through Projecto Transformers
Portugal Youth to Business Forum (Lisboa, 04/2012)
Professionss Week of Liceu Cames (Lisboa, 02/2012)
IB World Student Conference (Segvia Spain, 1-7/07/2012) tasks: being a key note speaker as youth
entrepreneur and facilitatior to help the young people building their own social project
ASSOCIATIVISM AND VOLUNTEERSHIP

Volunteer in SAL 2012 (Surf At Lisbon Film Festival) (14/06/2012 18/06/2012)
Tasks: Post all news on facebook, count all audiences votes, set and dismantle the scenario, help in whatever
needed
Activity Coordinator in Associao Projecto Transformers (www.projectotransformers.org) (22/10/2011 now)
Tasks: monitor 3 activities (Musical Production, Drums and Drama) in 3 institutions (social inclusion centre, youth
prison centre and a basic school), making the bridge between who teaches (mentors) and the institutions were
we have the weekly sessions; prepare meetings (from 3 to 3 weeks) betweend coordinatiors and mentors; meet
twice a week with the other coordinators to prepare future activities and solutions for problems found; to sum
up, create the conditions for the youth to transform society making what they know better
Member of the Youth Committe in a Presidential Campaign (09/2010 02/2011)
Tasks: create and organize campaign events; follow the campaign on the streets; colaborate in airtimes; contact
and mobilize volunteers; create and direct shouts; help with all the logistics necessary
Member of the National Boy Scouts Corps, Agrupamento 272 (Sobral de Monte Agrao, 06/1999 - 12/2010)
History: I had the pleasure to go through all the places available form Secretary or Cook, to Sub-Guide, Guide
and Group Guide (lead an entire section) and to be in all the sections - Lobitos (6-10 years old), Exploradores
(10-14), Pioneiros (14-18) and Caminheiros (18 until you are a Chief)
Federate athlete in the Portuguese Athletics Federation (2003-2010)
Member of ASPEA Portuguese Environmentalism Association (2008-2009)
Tasks: organize and eco circuit in Monsanto (Lisbons Park), dinamize and ecological day with children from
Benfica (Lisbon); participate in international environmentalism contests
Member of the Journalism Club in EJAF (Arruda dos Vinhos, 03/2004 08/2009)
Tasks: write articles for each term about recommended books or travels (ex: travel to New York with all the
group, in which we have visited NBC, Magnum Photos and New Yorker, for instance)
Environmental Volunteership Camp of Serra da Lous (03/2008)
Tasks:learn planting methods; cook to the group; make the recognition of existing species in the rea; create
nests to birds; clear the surrounding forest

AWARDS

Do Something Portugal 2011 Award Awards given to individuals and their projects both Eco-Estilistas and
Projecto Transformers won this award through the candidacies of Bruno Baptista and Joo Brites
(http://www.dosomething.pt/pt/programas/premios-do-something/vencedores/)
Honorable Mention in a contest Darwin e a Origem das Espcies (Darwin and the Origin of Species),
developed by Gulbenkian Foundation in 2008
LANGUAGES

Portugus Mother Language
English Fluent (final grade of 20/20 at this course in the High School)
TOEFL Exam (Test Of English as a Foreign Language) with the mark of 638/675 94,5% (NOVA School of Business
and Economics, 09/2010)
English Summer Course (Kingswood Hall, Surrey, 08/07/2007 21/07/2007)
Spanish fluent orally and reading, less fluent when writing
German basic level (despite of the mark of 5/5 at this course in the 3 years of the 2
nd
Cicle)
ADITIONAL INFO

Weekly blogger at Standards and People, P! (standardsandpeople.wordpress.com) 07/2011 until now and
before in Falamos Depois (falamosdepois.blogspot.com)
Published a text in ONFIRE surf magazine, n 42, from November/December 2009
Soul Surfer since ever, Surfer since 2009

Europass
Curriculum Vitae


First name / Surnames Harriet Larcher de Brito Smith
Address Rua David Melgueiro, 28. 1400-090 Lisboa. PORTUGAL
Mobile +351 917 453 107
E-mails harrietsmith@projectotransformers.org; harrietlbsmith@gmail.com

Nationality Portuguese and South African

Date of birth 21-07-89

Gender Female

Work experience

Dates March 2012 to present
Occupation or position held Hostess
Main activities and responsibilities Various functions at congresses and client company events such as giving support in the auditoriums
and to the speakers; entry control and seating.
Name of employer Btrust
Type of business or sector Marketing and event planning

Dates September 2011 to present
Occupation or position held Hostess and product promoter
Main activities and responsibilities Various functions at national and international congresses (similar to the above company); product
publicity.
Name of employer Spring Events
Type of business or sector Event planning

Dates October 2011, May 2012, July 2012
Occupation or position held Translator
Main activities and responsibilities Translation of childrens and teenagers scientific manuals.
Name of employer Science4you
Type of business or sector Scientific toys and training.

Dates September 2010 to July 2011
Occupation or position held Salesman
Main activities and responsibilities Part-time/ occasional salesman at a childrens clothing shop.
Name of employer Maria Gorda
Type of business or sector Childrens Clothing

Dates October 2009 until June 2010
Occupation or position held Salesman
Main activities and responsibilities Part-time salesman in the aquatic sport section; stock control. I had company training in sales, product
display, fire emergency control and aquatic sport monitor at Decathlons aquatic sport brands
headquarters in France. I was offered an permanent position in the company with the opportunity of
career advancement but turned it down because of my studies.
Name of employer Decathlon Amadora
Type of business or sector Sports gear

Dates June to August 2008
Occupation or position held Diving school intern
Main activities and responsibilities I assisted the diving instructor with all the preparation behind taking the clients diving and assisted in
the actual classes in the swimming pool, sea and classroom. I also worked as a salesman at the
diving shop and gave client support. I worked in exchange for diving courses.
Name of employer Escola de Mergulho de Lisboa
Type of business or sector Recreational diving

Education

Dates By 2013
Title of qualification awarded Undergraduate degree in Biology
Principal subjects covered Cellular Biology, Zoology, Botany, Biological Anthropology, Biochemistry, Animal Physiology, Plant
Physiology, Genetics and Molecular Biology, Biostatistics, Conservation Biology, Microbiology,
Evolution, Ecology
Name and type of organisation Lisbon University, Science Faculty
Level in international classification Bachelor of Science (BSc) / Level 5 (ISCED)

Dates 2008
Title of qualification awarded High School Degree in Science and Technology (16/20 final average)
Principal subjects covered Maths, Biology, Geology, Chemistry ,Physics, Portuguese, Philosophy
Name and type of organisation Escola Secundria do Restelo
Level in international classification High School Diploma / Level 3 (ISCED)

Dates 2007
Title of qualification awarded South African 11th grade ( finished with Meritorious Achievement)
Principal subjects/occupational skills
covered
Geography, Maths, English, Life Sciences, Physical Education
Part of the swimming and water polo school teams.
Name and type of organisation Durban Girls' High School (South Africa)

Volunteering Experience

Dates July 2010 to present
Name of entity Associao Juvenil Transformers
Occupation or position held Direction and organization team
Main activities and responsibilities I am one of the co-founders of the Transformers Project and I am part of the direction of the
association. My main function is activity coordinator although I perform other tasks pertaining to the
organization. Transformers is a youth initiative aimed at empowering young people with an art or a
sport that they can later use to improve their community.

Dates March 2012 to present
Name of entity Comisso de Proteco de Crianas e Jovens em Risco de Lisboa-centro
Occupation or position held Member of the extended Commission for the Protection of Youth at Risk (through Transformers)
Main activities and responsibilities I am a part of the Police work group in which we are currently developing a project that is aimed at
preventing or ending situations that negatively affect young people's development. This is
accomplished through prevention and intervention actions in schools, night entertainment places and
in the street.

Dates 2007
Name of entity Umhlanga Hospital, South Africa
Occupation or position held Occasional volunteer
Main activities and responsibilities Assisting the nurses in their tasks in the paediatric and post-operative wings.

Other activities and training

Dates 1997 to 2007
Description Competitive swimmer having been several times national champion and having beat several age
group national records both individually and in club and national teams, some of which I still hold.
Female captain of the Portuguese team for the event Multinations. I took part in several international
competitions in representation of Portugal including the European Youth Olympic Festival (2003) and
the European Junior Championships (2004). Currently I am a recreational swimmer.
Name and type of organisation Clube de Futebol Os Belenenses

Dates 2008 until present
Description Recreational diver having various PADI (Professional Association of Diving Instructors) courses:

Open Water Diver, Advanced Open Water Diver, Enriched Air Diver, Rescue Diver
Name and type of organisation Escola de Mergulho de Lisboa

Dates 2010
Description
Name and type of organisation
Local skipper license.
Instituto Porturio e dos Transportes Martimos

Dates 2009
Description Basic life support course.
Name and type of organisation Associao de Formao em Tcnicas de Proteco e Socorros

Personal skills and
competences

Mother tongues Portuguese and English

Other languages
Self-assessment

Understanding Speaking Writing
French
A1 Basic User A2 Basic User A1 Basic user A1 Basic user A1 Basic User
Spanish
A2 Basic User A2 Basic User A2 Basic User A2 Basic User A1 Basic User
(*) Common European Framework of Reference for Languages

Social skills and competences
I am a good communicator and mediator and am able to accept different view points to my own. I am
a calm person yet I can be quite an enthusiast. Mostly I am a tolerant person that can adapt to
different situations and people.

Organisational skills and
competences
Through my work at Transformers I have developed my organizational skills tremendously because I
am a part of the organization team and therefore have functions of coordination, of people and
activities, planning, scheduling, among other. Coordinating my studies, work, Transformers and sport
leads me to plan my time carefully.

-

Europass
Curriculum Vitae


First name(s) / Surname(s) Ins Alexandra de Oliveira Murteira
Address(es) Rua Lagoa da Palha, n16,
2955-047 Pinhal Novo - PORTUGAL
Telephone(s) (00 351) 919251490

E-mail in.murteira@gmail.com and inesmurteira@projectotransformers.org


Date of birth 29
th
of August 1990

Gender Female

Work experience

Dates
2010-2012
Main activities and responsibilities Ive been working as a volunteer at Transformers Project, being vice-president in Transformers Youth
Association.
Im in charge of activities coordination, interviews and selection of volunteers, preparation and
organization of the training weekends to the team and team meetings, to keep in contact with our
institutional partners (schools, NGOs, governmental departments, ), to give support to activities
directly with the kids, to present the project in public events and to search for partnerships.

Transformers Youth Association Transformers Project website: www.projectotransformers.org/site/

Dates
By September 2012
Title of qualification awarded Currently in the 1st year of masters of Social and Organizational Psychology
covered
Projects conception and evaluation, personal and academic competences development, professional
competences development, social and organizational diagnosis and intervention, statistics,
investigation methods in psychology, psychology applied to work, human resources psychology,
organizational psychology and social psychology applied to the environment.
providing education and training
ISCTE University Institute of Lisbon
Dates
June 2012
Title of qualification awarded Undergraduate degree in Psychological Sciences
covered
Cognitive Psychology, Psychopathology, Methods of Investigation in Psychology, Psychometric,
Grieving Process, Differential Psychology, Education for health and wellbeing, Human
Communication, Social Psychology, Developmental Psychology, Psychophysiology, Neurosciences,
Environmental Psychology
University of Lisbon, Faculty of Psychology
classification
5 (ISCED)
Dates
June 2009
Title of qualification awarded 1st year of undergraduate degree in Biology
covered
Chemistry, Mathematics, Zoology, Botany and Physics
Technical University of Lisbon, School of Agronomy (ISA)
classification
5 (ISCED)
Dates
June 2008
Title of qualification awarded High School Degree in Sciences and Technology
covered
Biology, Geology, Chemistry, Mathematics, Philosophy, Portuguese, English
Escola Secundria de Pinhal Novo
classification
3 (ISCED)

Personal skills and
competences

Mother tongue(s) Portuguese

Other language(s)
Self-assessment

English
B2 Independent user B2 Independent user B2 Independent user B1 Independent user B2 Independent user
Spanish
B1 Independent user B1 Independent user B1 Independent user A2 Basic user A1 Basic user
Arabic
A1 Basic user A1 Basic user A1 Basic user A1 Basic user A1 Basic user


What competences?

I consider myself a versatile person, with team spirit, dynamism and persistence. I take as essential
other peoples opinions dealing to the most varied subjects, and I like to put all the different ideas
together.

Regarding organization competences, Ive been developing my management competences related to
material, time and people resources. Ive also been working on team meetings orientation and
organization capacities, as also my competences about searching and establishing institutional and
strategic partnerships.

Where have I been developing this competences?

- Im member of the organization team of Transformers Project (since 2010), a volunteering
project which intends to empower youth from the most varied social frames to be social active
through the talents we help them to discover and to develop;
- Ive became member of the British Council - Global Changemakers network, being selected to
take part on the Euro-Africa Youth Summit in Brussels (June 2012), representing Transformers
Project and the Portuguese youth (www.global-changemakers.net/);
- Through Transformers, Im a member of CPCJ of the central region of Lisbon, a governmental
organism which works on children and youth safety and protection;
- I was a member of the Pedagogic Council of the Psychology Colleague of the University of
Lisbon during my last year of the undergraduation (2011-2012), representing the students to
work on the way to a better subjects organization and organizing some pedagogic events like
lectures.
- I participated at the portuguese project LATITUDE60! to the International Polar Year (2007),
which allowed me to go on a scientific expedition to the Antarctic continent with students from all
over the world.

Try to learn as much as possible about all the different subjects and to go on experiences which can
show me different perspectives of society, is a way of live and a way of think that I consider essential
to develop the creativity and different perspectives that I try to apply in everything I do.

Driving licence
Category B

Europass
Curriculum Vitae


First name(s) / Surname(s)
Joo Rafael Marques Tuna Ribeiro BRITES
Address(es) Rua Eugnio de Andrade Lote 28, 2950-352 Palmela, Portugal
Mobile 00 351 96 875 08 37
E-mail joaobrites@projectotransformers.org or joao.rafa.brites@gmail.com



Desired employment /
Occupational field
Program Manager of Dream On Project in Portugal

Work experience

Dates September 2009
Occupation or position held Trainee
Main activities and responsibilities Design and plan of start-up strategy
Name and address of employer STAR PROFILE (www.star-profile.pt)
Type of business or sector Human Resources


Dates September 2008/ June 2012
Title of qualification awarded Undergraduate Degree in Management and Economics (grade average: 15,4/20)
Principal subjects/occupational
skills
Macroeconomics, Microeconomics, Statistics, Econometrics, Calculus, Organizational
Behaviour, Finance, Management Accounting, Financial Accounting, Information Systems,
Law, History
Nova School of Business and Economics, Lisbon
classification
ISCED 5
Dates September 2005/ June 2008
Title of qualification awarded High School Degree in Socioeconomics Sciences - final grade: 18/20
Principal subjects/occupational
skills
Economics, Mathematics, Geography, ICT, Project Management, Philosophy, Portuguese
and English
Escola Secundria do Restelo
classification
ISCED 4
Awards and achievements

Dates November 19
th
2011
Title Prmio Embaixador Do Something
Why For the contribution to inspire youth to step out and do something for their communities
Dates November 18
th
2011
Title UNYSIS Award
Why For being the best student of the course of Information Systems at NOVA (2010-2011)
Dates June 24
th
2009
Title Winner of a National Contest of the Jornal i
Why For having uploaded to their website one of the selected best ideas to change Portugal
Dates September 2005/ September 2006
Title Clube Futebol Os Belenenses Award
Why For being national swimming champion in the group races of Belenenses
Volunteering Experience

Dates From January 2010 onwards
Title President and co-founder of the Transformers Project (www.projectotransformers.org)
Description Transformers Project is an entirely youth-led initiative that is mobilizing mentors from the
fields of the Arts, Sports and Hip-Hop to give every youth an outlet and an original and
personal way for them to make a positive difference in their communities.
Dates From March 2006 onwards
Title In Motion crew outreach break-dance project
Description Together with my crew, we have been giving free breakdance workshops and showcases to
promote social causes and give challenged young people in our community an outlet
Dates September 2007 June 2008
Title Organization of Secundria do Restelos Cross Country Race Pelo Desporto
Description I was one of the main organizers of this race which got together over 320 students in 4
races and which had the goal of promoting healthy habits among the school community
International Experience

Dates 23-27 November 2011
Title Keynote speaker at the General Assembly of the Red Cross (Geneve, Switzerland)
Description My speech concerned the use of Arts, Sports & Hip-Hop to promote peace & non-violence
Dates 10-16 October 2011
Title Participation in the We Free Day at San Patrignano (Rimini and Bologna, Italy)
Description Crew performances at event that promotes Hip-Hop as mean to combat drug addiction
Dates 13-24 July 2011
Title Asian Youth Summit of the Global Changemakers Program (New Delhi, India)
Description I was peer facilitator and facilitated a session about Project Management
Dates 16-23 June 2011
Title Participant in the Ashoka Changemakers Week (Paris, France)
Description Meeting with social entrepreneurs all around the world
Dates 1-5 December 2010
Title Participant and speaker at the Global Social Innovators Forum (GSIF) 2010 (Singapore)
Title Participation in the We Free Day at San Patrignano (Rimini, Italy)
Description Crew performances at event that promotes Hip-Hop as mean to combat drug addiction
Dates From March 28 to April 8
t
2010
Title Participation in the Peace of Art Project (Bulawayo, Zimbabwe)
Description As a break-dancer, I facilitated workshops in Bulawayo to inspire the kids there to dance
Dates From January 22
nd
to February 1
st
2010
Title Participation in the Annual Meeting of the World Economic Forum (in Davos, Switzerland)
Description I was one of the 6 British Council Global Changemakers that went to Davos to represent
world youth and the changemakers community, with speaking roles in 29 of its sessions
Dates 15-21 Nov 2009
Title Participation in the 4
th
Global Youth Summit of the GCM Program (London, UK)
Description This was mainly a week of international exchange and development of leadership potential
Dates From April 25 to the 1
st
May 2009
Title Participation in the Model of European Union at the Euro Parliament (Strasbourg, France)
Description I played the role of MEP writing/ voting/ discussing 2 proposals about elections & pollution
Title Portuguese representative in the project Youth & the Knowledge-based Society (France)
Description Writing recommendations to the European Parliament about the Knowledge-based society
Other Activities

Dates From 1995 to 2007
Title Swimmer in the Sport Algs e Dafundo and Clube Futebol Os Belenenses
Description As competitive swimmer I developed my self-discipline/ understanding of fighting for goals
Dates From 2007 onwards
Title bboy (break-dancer) in the In Motion Crew
Skills As a b-boy I developed my self-esteem, became able to better express myself and learned
we can solve our conflicts dancing, without physical contact and no guns.
Dates Since April 2012
Title Speaker in 12 different conferences around Portugal
Description TEDxYouth Porto, Ignite LX-Factory, Aco Social no sculo XXI na Gulbenkian, etc.

Personal skills and
competences


Other language(s) English, Spanish, Arabic
Self-assessment Understanding Speaking Writing
English C1 C1 C1 C1 C1
Spanish A2 A2 A1 A1 A1
Arabic A1 A1 A1 A1 A1

Social skills and competences Ability to communicate with people from different countries of origin.

competences
Team work, leadership, public speaking, management

Technical skills and
competences
Analytical skills acquired through the courses of statistics and econometrics at university an
design thinking.

Computer skills and
competences
Good command of Microsoft Office tools (Word, Excel, PowerPoint, Outlook,
Access), Internet Explorer, Google Chrome and Google Analytics.

Artistic skills and competences Improvisation, creative writing, free style, break-dancing skills acquired practicing with
friends since the age of 16.

Europass
Curriculum Vitae


First name(s) / Surname(s) Mariana das Neves Jacinto
Address(es) Rua das Hortncias, n 7, 2910-034, Setbal, Portugal
Mobiles (+351) 913625968
(+351) 963025977

E-mail Mariananaves.jacinto@hotmail.com



Gender Female

Work experience

Date
Occupation or position held
Entity
2011/2012
Member of External Communication
AIESEC in ISCTE-IUL

Date
Entity
2011/2012
Vice-President of The Audit Committee
NAMI (AssociationofMarketing StudentsofISCTE-IUL)

Date
Entity
2012/(Current)
Connect Project Manager
AIESEC in ISCTE-IUL

Date
Entity
2012/(Current)
Image Cordinator
Transformers Project

Date
Name and type of organisation providing
education and training
Title of qualification awarded

Date

Date

Date
2011/(current)
ISCTE Business School

Marketing Management

2011
Bocage High School

Sciences and Technologies Couse

2008/2010
Silves High School

Sciences and Technologies Course

2011/(current)
ISCTE Business School

Marketing Management

Personal skills and competences


Other language(s) English

Conflict Management Skills

Computer skills and competences
Microsoft Office; Adobe Photoshop CS5; Adobe AfterEffects CS5 (Basic);

Artistic skills and competences
Basic Course in Music, Piano, National Conservatory of Music - Lagos Music Academy
Delegation

Europass-Curriculum
Vitae

Personal Information

First name(s) / Surname(s) Lopes, Rafaela
Adress(es) Rua Comandante Capas Peneda, n 130 5Esq. Traseiras 4445-383 Ermesinde
Telephone(s) 00 +351 93 3462109/ 91 5460922
Email rafaelaeatriz@gmail.com
Date of birth 23.11.1979

Work experience

Dates

04 of May a 20 of August 2012
Social Educator
Main activities and responsibilities

Name and address of employer
I practised functions of Social Educator, in the Project Terceira C(I)dade , directed to old residents in
the historical zone of the City of Oporto. I developed the next activities: social service, preparation of
social diagnoses, co-preparation of projects and life with the users, Visitas domiciliary and when
monthly Gesto of the reports and indicators of the team, management of the meetings of team,
formation of the team and of volunteers, articulation went out from land, Activities of Education for the
Health, Updating and management of the individual processes of the users, with the institutions of
support and drawing of proposals, his implementation and dinamizao from activities pedagogic-
playfully with the users and his community.
Mdicos do Mundo (ONG)
Rua dos Mercadores, n140 3andar 4050-374 Porto

September 2010 - Present
Member of the Organization of the Transformers Project
Co-ordination, planning and dinamizao of the Plan of Formation of the volunteers who work
straightly with young persons in risk in institutions (schools, Educative Centres, Associations) of
Lisbon. From April 2012 responsible for the expansion of this project in Oporto. (Regime of volunteers)

Projeto Transformers (www.projectotransformers.org)

16.11.2009 30.04.2012
Social Educator
I worked like Social Educator, in the Project To act in Matosinhos Local Contracts of Social
Development (CLDS), promoted by the ADEIMA. This Project had like general objective promoted the
social and economical integration of vulnerable groups of the customs of Guifes and Sta. Cruz do
Bispo, in the District of Matosinhos.
In two territories of intervention, I develop activities of Promotion of the School Success, athletic-playful
Development of Competences, activities and support psicossocial next to children and young persons
in risk. I have like functions also, the dinamizao of two Groups of Parents, like objective to improve
the Parental competences.
ADEIMA (Associao para o Desenvolvimento Integrado de Matosinhos)
Development Association

02.01.2007 a 31.09.2009
Social educator/Coordenadora of Project
I coordinated a communitarian project of intervention Project Positive Choices , when Choices were
financed by the Program, when This Project was prepared by the ADEIMA it was destined to young
persons of the 6 to 24 years, and resident families in the Housing Set of the Pebble and in Holy Cross
of the Bishop (Matosinhos):
The principal objectives of this project were:
- The communitarian integration promotes through actions and dynamic what prevent behaviours of
risk in the young persons; - To promote actions that make easy the permanence of children and young
persons in risk of desertion, in his school context; - To support the young persons not inserted in
context school or vacated, in the construction of a project of life, namely, at the level of formation and
or insertion in labor market.
Principal functions: co-ordination of the technical team, budgetary management, dinamizao of groups
of young persons at the level of the development of personal, social and professional competences.

ADEIMA (Associao para o Desenvolvimento Integrado de Matosinhos)

01.10.2005 a 28.02.2007
Social Educator
I worked like Social Educator in a Communitarian Project of Intervention Project STEP , developed in
the District of the Pebble (Matosinhos), prepared by the ADEIMA (Association for the Integrated
Development of Matosinhos).
This project had like general objective supported young persons in risk (residents in a social District of
the with ages between 15/18 years) in the construction of an individual project of insertion, namely
professional.
To make this objective real, I developed three actions:
- Actions for the promotion of the Citizenship
- I support psicossocial to the Young persons
- Actions of mobilization and attendance s families
ADEIMA

November 2005
Social Educator
I collaborated like Social Educator in the Project Put, executed by the ADEIMA and financed by the
IPDT (Portuguese Institute of the Drug), which has like informing / educating objectives for the health
through the promotion of practices and preventive behaviours and reduction of damages.
Like Social Educator, I fulfilled the functions of attendance and direction of the users; the distribution of
material of information and prevention; Information and sensibilizao of the toxicodependentes for the
treatment and lifting and register of the cases without attendance.

ADEIMA

01.09.2004 at 30.09.2005
Social Educator
I worked like Social Educator, in a Project of Communitarian Intervention To learn to have health ,
developed in the District of the Biquinha (Matosinhos), gone to young persons and adults, prepared by
the Association for the Planning of the Family and financed by the Commission for the Equality and
Rights of the Women (CIDM).
This project, got organized around four axles:
- Prevention of the pregnancy in the adolescence, promoting the sexual and reproductive health and the
masculine involvement in the share of responsibility and taking decision
- Prevention of recurrences in the pregnancy in the adolescence
- Prevention of the Toxicodependncia
- Prevention of ISTS, focused in the VIH/SIDA
Associao para o Planeamento da Famlia
ONG

April to July of 2004
Social Educator
worked like Social Educator in a communitarian Project of Intervention I project To learn To
smile , promoted by the Board of Saint's Customs Maria de Avioso (Maia). In this project, it
was responsible for a room of the Pedagogic-playful Centre (ATL), been intended for
adolescent-daily pay between 11/14 years. It was working also with the families of the regular
visitors of the Playful Centre.

Junta de Freguesia de Santa Maria de Avioso
Parish Council

November of 2003 at March of 2004
Social Educator
I worked like Social Educator, in the Social and Parochial Centre of S. Peter de Casteles, in which I
practised functions of co-ordination of three valencies: a childlike and youthful library (destined for
adolescent-daily pay between 10-13 years), a park in the open air (ludoteca) and a youthful club, directed
to young persons between 13-20 years.

Centro Social e Paroquial de S. Pedro de Casteles Vale de Cambra


Dates February at May 2011
Title of qualification awarded frequented some modules of the Postgraduation in Empreendedorismo and Social Innovation
Faculty of Medicine of the University of Oporto, Foundation Social Oporto and Town Hall of Oporto

Dates 1999 -2003
Title of qualification awarded Degree course in Social Education
Final classification of 15 values
Academic traineeship carried out in the Centre of health of Aldoar Unity of health of the
Carvalhido
Traineeship carried out in the context of the familiar mediation and of the Health Childlike-
motherly

Universidade Portucalense (www.upt.pt)
University

Personal skills and
competences

Other language(s)

Self-assessment

English
Good Good Good Elementary Good
Spanish Excelent Good Good Good Elementary

Ability to work in team. Good communication skills. Assertiveness.
Ability to work with groups of different socio-economic segments and also multi-cultural.
I volunteer for 2 years at the Association for Family Planning, under the Project for solidarity Young
volunteers, sponsored by the Portuguese Institute of youth.
Exercised for 1 year volunteering in the Youth Service Center. Since 2010 working as a volunteer at
Project Transformers.

competences
I was a member of the Association of Students of the University Portucalense. (Department of
Social Welfare).
Board Member of the Delegation of the North Association For Family Planning (APF), the
three-year period 2006/2009. The APF is an IPSS (Private Institution of Social Solidarity),
established in 1967, and has as main objectives the promotion of family planning and sexual
education.

Since April 2012, I am part of Team Organization Project Transformers in Porto, being responsible for the
expansion of this movement.

Computer skills and
competences
Field of Microsoft Office software and Internet

Driving licence
Letter of cars

Europass
Curriculum Vitae


First name(s) / Surname(s)
Rben Andr Martins da Rocha

Address(es) 379 Calvrio street, 4500-619 Silvalde, Espinho, Portugal
Telephone(s) Mobile: 919683011

E-mail ruben_rocha@sapo.pt


Date of birth 21th August 1979

Gender Male

Desired employment /
Occupational field
Physical education teacher

Work experience
Physical education teacher

Dates 2002-2012

Occupation or position held Physical education teacher

Main activities and responsibilities
Name and address of employer Oporto, Portugal
Type of business or sector Public school in the second and third cycles


Dates -April and May 2012 - training course: teaching badminton at school Training Center Sebastio da
Gama
Title of qualification awarded -June and July 2011 - training course: physical fitness in children and youth new trends Trainning
Center of Association schools Aveiro e Albergaria-a-Velha Excelent
covered
-July 2010 - training course: physical fitness in children and young people - new trends - Trainning
Center of Association schools Aveiro e Albergaria-a-Velha - Excelent

classification

Personal skills and
competences

Mother tongue(s)
Portuguese

Other language(s)
English, Spanish

Self-assessment

English

C1
Effective
Operational
Proficiency or
advanced
C1
Effective
Operational
Proficiency
or advanced
C1
Effective
Operational
Proficiency or
advanced
C1
Effective
Operational
Proficiency or
advanced
C1
Effective
Operational
Proficiency or
advanced
Spanish

B2
Vantage or
upper
intermediate
B2
Vantage or
upper
intermediate
B1
Threshold or
intermediate
B1
Threshold or
intermediate
A2
Waystage or
elementary

-Course of futsal coaches level I Futsal Association Aveiro
- Course trainer internet project in primary schools Siperior School Education Guarda
- Training course animators summer camp - training center for animators of APCC Porto
- Basic course in bodybuilding - Manz
-
competences

-2012 - Instructor in Project Gigas Matosinhos
-2010-2012 Instructor in Project Agir em Matosinhos Matosinhos
-2011- Instructor summer camp Guifes, Matosinhos

-2007-2009 - Professor of physical activity and sport Espinho

-2002-2003 - Teacher of the first cycle of basic education Albufeira
-2003-2004 - Teacher of the first cycle of basic education Maceda

-2003-2011 - Coach Futsal Aveiro

-2012 - Member of Project Organization Transformers

- 2007 - Organizer and Director of proof of the second championship Skimboard Espinho

-2006 - Professor of sports camps Grij

-2005 - Organizer and Director of proof of the first championship Skimboard Espinho

-2002 - Presenter holiday camps of APCC- Vairo

-1977-2000 Factory worker PHILIPS Portugal

- 1997-1998 - Assistant infancy teacher - Espinho

Technical skills and competences
-1998-2012 Federated Futsal athlete
-1995-2006 Federated Skimboard and Surfing athlete

Computer skills and competences
Microsoft Office in the perspective of the user

Artistic skills and competences
Contemporary dancer

Driving licence
Category A, B since 19
th
June 1998

Curriculum vitae

Personal Information

Name: Tiago Andr Franco Dantas
Birth date: 24-07-1990
Address: Av. General Norton de Matos n69, 2 esquerdo. 1495-148 Algs
Cellphone: +351 91 403 77 12
E-mail: tiagoafdantas@gmail.com

Professional experience

Marketing director at Projecto Transformers as volunteer, since September 2012.
Did a summer internship at EDP, had a duration of one month and a half. Received positive feedback from the
internship supervisor, regarding my performance.

Academic experience

2012
Finished the first academic year of the Msc. in Marketing at ISCTE-IUL.

2011
Finished the degree on Management at ISCTE-IUL with an average of 13/20.

2010
In the first Semester of the 3
rd
year, went to Gdansk, Poland, by the Erasmus program.

2008
Secondary school completed in the socio-economic area with an average of 16

Extra-curricular

Volunteer in the 41
st
European Marketing Academy Conference.
Participated in AIESEC Leaders Day, ISCTE-IUL, and achieved the 3
rd
place.
Tutor at the event 12 horas de gesto, ISCTE-IUL.
Participated in IBS Welcome Day, ISCTE-IUL.

Social and organizational skills

Language Level Experience
English Self-Assessment:
Very Good
Certificate: Level 1
English for Business
with distinction.

Erasmus.
International Class.

Skill Experience
Communication and relationship
skills
Erasmus, International Class.
Teamwork Several Group essays (during
Bachelor), Team sports (belonged to
AEISCTE Basketball team, Clube de
Futebol Os Belenenses Basketball
team and Sport Algs e Dafundo
Basketball team.
Responsibility Captain of Basketball team for 2
consecutive years.

Technical skills

Skill Experience
Good knowledge about MS Office Self-teaching, subject of the
undergraduate course.

Europass
Curriculum Vitae


First name(s) / Surname(s) Pinto, Tiago
Address(es) Calada Chaves de Oliveira, 60 3 4350-101 Porto
Telephone(s) 225106024 Mobile: 916831594
E-mail tfspinto87@gmail.com




Dates From September 2011...
Title of qualification awarded Master s degree of Educational Sciences in the area of "Youth, Education and Citizenship"
covered
Research and Intervention on educational issues;
- Critical analysis of devices, contexts and socio-educational projects;
- Design, management and evaluation of curriculum, socio-educational and / or community projects
Faculdade de Psicologia e de Cincias da Educao Universidade do Porto
Dates From September 2008 to June 2011
Title of qualification awarded Bachelor's degree in Educational Sciences
covered
Socio-Educational Mediation
- Mediation of conflicts
- Sociocultural and Community animation
- Training of adults
Faculdade de Psicologia e de Cincias da Educao Universidade do Porto
classification

15
Dates From September 2010 to November 2010
Title of qualification awarded Athletics Coach Level I
covered
- Organization of workout plans oriented youth level
- Teaching techniques of the different disciplines of athletics
FPA (Federao Portuguesa de Atletismo) e AAB (Associao de Atletismo de Braga)

Work experience

Dates From May 2012...
Occupation or position held Member of organization local team
Main activities and responsibilities Activities coordinator
Name and address of employer Transformers Project
Type of business or sector Voluntary youth movement
Dates From February 2011 to July 2011
Occupation or position held External evaluator within a discipline of Bachelor of Educational Sciences (Seminar Introduction to
Mediation and Training: Project II)
Main activities and responsibilities Development of a Project Assessment on a Project developed over a school in the municipality of So
Joo da Madeira
- Participant observation
- Semi-structured interviews
- Mediation
Name and address of employer Cmara Municipal de So Joo da Madeira

Personal skills and
competences


Other language(s)
Self-assessment

English
B2 Independent user B2 Independent user A2 Basic User A1 Basic user B1 Independent user
French
B1 Independent user B1 Independent user A2 Basic user A2 Basic user A2 Basic user

- Great capacity for teamwork
- Good communicator
- Entrepreneurial capacity

competences
- Organization capacity
- Sense of Leadership
- Ability to manage conflict

Computer skills and competences - Strong knowledge of computers and software packages in the field of optical user (Word,
Powerpoint, Publisher, Excel)
- Basic knowledge in SPSS (Statistical Package for the Social Sciences)

Driving licence
B-type driving license

Transformers SIT - EIB (Round 2)

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Transformers SIT - EIB (Round 2)

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