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VISION To establish endurable modalities to improve the lives of the vulnerable population in conflict and disaster-affected areas through peace building and promotion of social-cultural and socio-economic multiplicity. MISSION Strive to inform and transform vulnerable population in conflict and disaster-affected areas through provision of humanity services towards sustainable development with focus on Holistic Education, Youth Empowerment, peace building, psychosocial support, games and sports, Food Supplements to Malnourished, Agricultural-Farming and economic empowerment. CORE VALUES All members of BC Global shall individually and collectively uphold to the common vision, mission and objective through A- Cohesion B- Inclusiveness C- Participation D- Transparency E- Integrity F- Commitment G- Professionalism H- Accountability OBJECTIVES 11.1.1 To promote environmental protection through recovery of ecosystems and conserve biodiversity. 11.1.2 To develop strong livelihood initiatives for community’s transformation. 11.1.3 To enhance the development of peaceful communities, less violent society through peacebuilding, education and development of interpersonal skills for handling relationships and conflict management constructively. 11.1.4 To improve the quality of life of young people by facilitating their access to resources needed for their socio-economic development. 11.1.5 To promote education by focusing on inclusive learning, capacity building and technical support. 11.1.6 To boost the capacity of persons with disabilities by providing for their physical, social and economic rehabilitation. 11.1.7 To promote counseling, raising awareness on health issues including corona virus, H.P B, HIV/AIDS awareness 11.2.4 Education i. Capacity building trainings for local communities-based education committees such as the Parents and Teachers Association, School Management Committees on their roles and responsibilities in primary and secondary schools in the refugee settlements and selected schools host community District. ii. Provision of scholastic materials for the pupils and teaching aids to the teachers to enhance learning for improved numeracy and reading thus achieving increased literate rate among refugee children and students in the settlements and host community schools. iii. Provide sanitary kits and towels for girl child enrolled in schools in the settlements and host community schools to increase enrolment and retention and education cycle completion. iv. Construction of makeshift and permanent classrooms and latrines in schools to create a better learning environment in the schools. v. Lobby for provision of furniture for pupils and teachers in primary and secondary schools in the settlements and selected host community schools. vi. Establishment of school gardens for learning and food security purposes. This will target schools with adequate land for agriculture. vii. Lobby and build partnership for school feeding program for the primary and secondary schools. viii. Lobby for the facilitation of life skills training for youth and women through community of practice approach where the learners are attached to practical learning in tailoring centers, garages, carpentry workshops, welding and metal fabrication workshops and block laying grounds. Challenges : Inadequate learning spaces, Inadequate qualified teachers, No alternative learning due to the pandemic, and No strategic plan or policy to ensure the return of the children to learning Water and sanitation I. Carry out periodic water and sanitation surveys for up-to-date data for intervention measures. II. Clean water, sanitation & hygiene promotion. III. Participate in the annual sanitation week through sensitization meetings by organization an annual water and sanitation dialogue. IV. Create awareness in the settlements, rural and urban host communities on good health and hygiene practices to ensure healthy and good public health in the community. V. Advocate and lobby for safe water sources and clean water use for human use and other domestic chores. VI. Organize and participate in the organization of world water day 11.2.3 Health, nutrition and behavioral change i. Promote and facilitate maternal health through sensitizations, linkages and support to manage mothers in labor. ii. Disseminate public health education through the use of different media and languages for improved health seeking behavior. iii. Promote and facilitate voluntary HIV/AIDS, Hepatitis and other sexually transmitted Infections. iv. Construct, equip and operationalize trauma centers to rehabilitate trauma victims in the refugee population and host communities. v. Organize sensitization meetings through radio talk-shows, face to face meetings and forum plays on trauma healing methods. vi. Organize dialogues on dangers of drug, substance abuse, drug substance business, its effects and document the discussions for future sharing. vii. Promote use of community-led health initiative for increased latrine use in the refugee settlements and host communities to achieve reduction in open defecation. viii. Facilitate a referral mechanism for trauma victims among refugees and host communities for better management of the victims. ix. Conduct settlement and host community reproductive health clinics for refugees and host communities in West Nile. x. Organize trainings and dialogues on road safety. Challenges: Incapacitated health units, scarcity of drugs and medical equipment, inadequate healthcare personnel, Distanced healthcare units/centers from other bomas, and Tsetse flies infestation 11.2.2 Agriculture and Farming, Activities under livelihood i. Improve equitable and sustainable livelihoods for smallholder farmers in Jebel Lado Payam and refugee’s camps in Northern Uganda with a particular focus on the empowerment of women and young men. ii. Support smallholder farmers with microloans to improve food security. iii. Empower and resilient agricultural producers capable of adapting to climate change and supplying products of high quality and in quality to access formal markets. iv. Formation and training of community-based farmer on extension agricultural training that involved agricultural mechanization engineering, group management, record keeping and meeting management. These groups shall target women, youth and the engendered groups with a mix of all males, female across age, ability and status. v. Training of refugee and host community farmers on good agricultural practices and climate smart agriculture and livestock farm management. This is intended to maximize output quality and reduce on input wastage and ensure operation on optimal capacity. vi. Promotion of urban and green house vegetable farming in main towns to increase access to home grown vegetables. Common and easily obtainable and cheap planting materials such as old tyres, old buckets and sacks to mention. vii. Carry out qualitative and quantitative baseline surveys on food security, agricultural needs, agricultural input prices to inform the stakeholders with credible and an updated information. viii. Carry out livestock vaccination and treatment against common livestock diseases and outbreaks that require emergency response. ix. Emergency farm kit distribution including seeds, tools and fishing gears to the affected communities. Water resources Water resources in South Sudan comprise two main sources rainfall and River Nile which falls from Uganda. Rainfall in South Sudan decreases from the South to the North. The country suffers from many ecological crises such as a chronic shortage of freshwater over the country, drought, and desertification in the higher east part of the country. Rural South Sudanese are forced off their land by changing landscapes and a lack of agricultural production. Demand for water is increasing, but its availability to the country’s inhabitants remains low. BC Global Source of Funding: Most of the farmers in South Sudan have low levels of saving where microfinance institutions lack credit to loan the farmers. We are seeking a source of funds for agriculture and farming to improve the socio-economic status of the local communities. 11.2.5 Peace building i. Carry out sensitization meetings on land use and peaceful coexistence for sustainable production. ii. Recruit and train community and settlement-based peace ambassadors to carry out routine peace building messages. iii. Establish local community-based radio powered with battery to amplify story telling by refugees and host communities’ messages. iv. Initiate and facilitate peace promotion meetings among refugees, host communities, local governments and service providers. v. Form and facilitate inclusive school level peace clubs to organize school plays, peace messages during activities in the schools. Inclusion: There is a need for intervention from both government organizations and other development partners to ensure that these communities are supported. Posted by: Francis Limbe, The President of BC Global www.bcgfederation.org info@bcgfederation.org Tel.: (909)618-8336

HGP IS AN CONSORTIUM OF 16 HISTORICAL SITES CONCENTRATED IN PHILADELPHIA. HGP PROVIDES PROGRAM SUPPORT WITH COORDINATED MARKETING AND OPERATIONAL PLANS.

WORKING IN PARTNERSHIP WITH THE NATIONAL PARK SERVICE, INCLUDING WORK IN LAND ACQUISITION, PRESERVATION, BATTLEFIELD REHABILITATION, COORDINATING COMMUNITY VISIONING, PLANNING AND DEVELOPMENT OF THE RIVER RAISIN CORRIDOR, AS WELL AS CREATIVE EDUCATIONAL ACTIVITIES TO ENHANCE INTERPRETATION OF THE BATTLES OF THE RIVER RAISIN AND THEIR AFTERMATH.

Project Success motivates and inspires young people to dream about the future, helps them take steps to get there and gives them the tools they need to achieve their goals. Our vision is that every child entering middle school will graduate high school with a plan for their future and have the skills and confidence that will take them through the rest of their lives.

The Foundation will raise funds to restore and preserve the cemeteries of the Comstock. Monies raised will be used for security,restoration projects and necessary future maintenance. Land ownership will not inhibit or interfere with the execution of an effective preservation plan and compliance with accepted restoration processes. Our Mission is to return the gardens, the dignity and warmth to the Comstock cemeteries and preserve the heritage and the cultural value these historic landscapes offer for generations to come.

Rhythm Evolution aims to advance the cause of percussive arts, To provide lessons, performances interactive rhythmic experiences, and display percussion artifacts that educate, entertain and enhance cultural appreciation, social exchange, and discourse.   To provide outreach and spread the joy of music making and musical experiences. We plan to eventually create a dedicated facility or facilities, to do said activities and display the above mentioned musical artifacts. 

We are White Snake Projects, an opera company founded and led by an immigrant woman of color. After three years of exploring our identity, we have a vision and a game plan. We’ve put this vision into action by integrating social activism with original opera, partnering with other activists to cross-promote important social issues and opera, and redefining how opera is made by involving young people from our community. The mission is the creation of original opera of the highest production values combined with social activism.

The Cranbrook Greek Theatre was built in 1916 and is one of only a handful of such theatres in the country. It was designed by Detroit-based architect, Marcus Burrowes, who was also responsible for the plans of some of Cranbrook's original buildings. The first production featured a troupe of 132 actors, including silent film star, Constance Binney. With typical open-air theatre irony, the inaugural performance was rained out, soaking an audience of Detroit luminaries, including Henry Ford. St. Dunstan's often presents it's June production in the Greek Theater. During the summer the space is used by Cranbrook Summer Theatre School.

​ The power of performing arts can transform individual lives as well as unite diverse cultures and beliefs. The Greater Orange Community Arts Theater Foundation is dedicated to creating a vibrant, inclusive venue to provide teaching, learning, and performance opportunities that will engage and enhance our community for generations to come. This mission statement is a firm, core belief of all of those who have become involved in the current project of providing a venue by and for the people of our community. We are working with an arrangement for a location in cooperation with the OUSD and/or the City of Orange. It is to be a theater “heart” for the whole community. YOU are an integral part of making this future happen! If you haven't already, sign up for our email list to keep in the loop about developments, plans & news regarding this exciting community venue!

Established in 1994, the Design Exchange (DX) is a not for profit registered charity with the mandate to promote the experience of design. As of March 2012, a new strategic plan was adopted whereby the DX has revitalized its strategic direction and refined its mandate to be a Design Museum offering exhibitions and programming with broad public appeal. DX exhibitions will cover the various design disciplines including fashion, architecture, interior and industrial design, digital design and more, by presenting designers, products, projects or themes that reflect popular contemporary culture. The DX relies on the generous donations received from individuals, foundations and corporations. Every tax-deductible gift to the DX helps us to support and present our Youth Education Programs, including Tours + Workshops, camps, and competitions. Donations also support the preservation the DX Permanent Collection and the historic building. Please visit www.dx.org for more information.

The Scout House organization began in 1938 and developed into a championship competitive Corps in North American. It disbanded in 1967 and reformed in 1998. In 2012 the Scout House Cadet Drum & Bugle Corps formed with a 10 person drum line. It has now added a 20 person horn line and is executing a five year plan to reach a 90 person competitive Corps. Cadet ages range from 10 to 18 and up to 83 in the Scout House Band with younger members continually joining. (17 new band members in 2014). No member receives any compensation for their services. The Band is managed by an elected Board Of Directors under a Province of Ontario Corporation Charter. It is a registered charity with the Canada Revenue Agency 88877 4791 RR0001. Funds are derived solely from corporate and personal donations, performance fees and fundraising events. Financial challenges include instrument replacement, uniform replacement, transportation equipment and performance regalia.

Board of European Students of Technology is a non-profit and non-political organisation that since 1989 strives to improve communication, cooperation and exchange opportunities for European students. The mission of BEST is to help students achieve an international mindset, reach a better understanding of cultures and societies and develop the capacity to work in culturally diverse environments. To achieve this mission BEST offers high quality services to technology students all over Europe. These services include a European engineering competition, academic courses, career events and events on educational involvement. BEST offers these events in 96 European Universities, spread among 34 countries, reaching over one million students, with the help of 3300 members. It is BEST's mission to provide complementary, non-formal education in every event that it organises. This to make sure that the students that are reached grow to their full potential before they enter the job market. It is essential for BEST to show students the value of complementary education, not only to widen their perspective on the technology topics covered in their studies, but also to teach them the needed soft skills. To begin, these soft skills are covered in BEST's events by bringing students together with its two other stakeholders, universities and companies, and letting them dialog. Secondly, BEST provides specific training sessions to teach students how to acquire these skills in a safe and stimulating environment among peers. Lastly, this is done not only towards outside students, but also towards BEST's own members. By letting them organise events after they had a thorough knowledge transfer and did some in-depth training sessions, they acquire a lot of hands-on experience that makes them valued assets on the job market. In all this soft skill acquirement, there is one thing that makes BEST special: everything happens in a culturally diverse environment. BEST's volunteers really learn how to cooperate with project members from all over Europe and also the outside students are introduced to a specific mindset that BEST likes to call 'the BEST spirit'. This means that everyone works together, respecting each other's backgrounds, to achieve a common goal: empower students and give them a voice in today's society. For this donation campaign BEST would focus on the educational involvement that it stimulates among European students. It is namely very unique that an organisation run by students offers their peers a voice by collecting data in surveys and events and presenting that data to the relevant authorities. BEST, therefore, attends a lot of conferences about education to be able to share our outcomes to the fullest. We hope to raise some donations in this campaign to be able to carry out next year's planning around the theme of Digital Literacy. This theme focuses on how prepared students and universities are for the upcoming digitisation wave. It raises the question of how we will learn and teach digital skills and how industry 4.0 will make its way into our education. For this program BEST invests in conducting surveys, doing symposia on education and writing scientific papers with the purpose of disseminating the outcomes. It is not the first time that BEST is going to conduct such an Educational Involvement Programme. Last year, for example, the theme was 'Diversity in STEM education' and the years before we covered topics such as pedagogical skills, new teaching methods, relation between university and industry, etc. So what were the steps BEST undertook to create all the materials around last year's topic? First, a team was created to do research on existing literature about 'Diversity in (STEM) education'. Based on that research a survey was created in which 4 diversity types were tackled: cultural diversity, ethnic diversity, gender diversity and students with disabilities. Then, after the answers of the survey were gathered and analysed, the subtopics for the BEST Symposia on Education were identified: in this case, each symposium had a different diversity type. The same team that worked on the content creation of the symposia also prepared and delivered the sessions of those symposia. After the events, the input of all the participating students is gathered in a scientific report, which is then either published in conferences, or disseminated through social media and newsletters. The approach used last year proved to be a successful one and will be repeated in this year's Educational Involvement Programme. If we manage to get more funds via Global Giving, this will mean that we can elaborate this process and spend more resources on content creation, promotion of the surveys and dissemination of our results. In short: we will be able to make a lot more noise in the educational world.