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Transcript of Talita Kumi
Asset Map April Hearne
December 6, 2012 TK1 HECUA German Donors Community donations Family donations HECUA student intern Student's member college HECUA office in the US HECUA program in Ecuador -goods
-food Financial Asset Inputs Consortium member colleges HECUA main office in USA Student's friends HEUCA Student Intern member colleges [Room for growth] -money Love Fulfillment Heartache Pain Growth Hope Pati Social workers Community Partnerships Girls' families, teachers, friends Other HECUA student
intern organizations Other students in
the HECUA program Martha + HECUA in Quito Señora Tekla Handy man TK2 German donors Community donations Educadoras' families Educadoras Local businesses Community members Girls Social workers' families Key: =potentially harmful
relationship =insight =time =intelligence/cognitive expertise =severed relationship =love/compassion =holds it all together =ideas (the psychologist) Pati's family Network of other adolescent aid organizations (shelters, hospitals, etc.) =Asset system input to TK1 =Denotes relationship and direction of flow of primary goods; implies collaboration of some sort Assets exchanged indicated by symbols in key. =resources/goods $ =money $ $ $ $ $ $ (some) (some) $ $ Students' families (host and biological) untapped transnational collaboration =Untapped potential/structural holes Government funding $ Law enforcement agencies =transportation (a truck) =maven and connector Talita Kumi is a non-profit, non-governmental organization located in Quito and Tumbaco, Ecuador which serves adolescent girls in positions of risk (be that situations of abuse, abandonment, delinquency, or homelessness). At no cost, girls live in the houses owned and operated by Talita Kumi and receive therapeutic services, resources, and support.
This asset map focuses on Talita Kumi 1, the first house where the girls go to become accustomed to the process and to work out issues with their families or the police. Assets are mapped with TK1 at the center, recognizing it as a separate functioning entity which emanates certain qualities and assets, while receiving and processing others.
I intend this asset map to be useful in relation to current and untapped assets surrounding TK1. My experience was predominately at TK1 and, thus, my perception of assets (tapped, untapped, dysfunctional, and functional) is most complete at TK1. This map shows relationships around TK1 that are strong and effective as well as those which are possible tumultuous or untapped. Ecuadorian education system
(teachers and resources) Experience, lessons learned, vision