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The Amala Foundation inspires the diverse youth of the world to live in unity, serve compassionately and lead peacefully. All of our youth programs are a place for empowerment and healing. Many of the youth we serve, including refugee and immigrant children, have experienced extreme poverty, child labor, gang violence, abuse and neglect; many have witnessed the atrocities of war and have literally run for their lives; many have been uprooted from their native cultures and struggle to integrate into an entirely foreign world. We provide a safe space for these youth to heal, express themselves, share their stories and connect with a loving and supportive community. The Amala Foundation is involved in a number of local, national, and international humanitarian service projects. Camp Indigo was started in 2002 and is now in its 13th year of offering a week-long day camp experience to Austin area children ages 4-12. Camp Mana, now in its eighth year, offers a similar experience over two days in Hawaii. Our One Village Project, including the Global Youth Peace Summit, is in its 7th year and serves more than 150 local, immigrant, international and refugee youth each year. Our Young Artists in Service program provides free art instruction to at-risk children in addition to creating inspiring murals at places like the Austin Children’s Shelter. The Gui Village Living Water Program was a humanitarian service project we successfully completed in 2005, installing two water wells in a Nigerian village, saving 3,500 people (including 2,000 children) from disease. Our partnership with the Bhatti Mines School in Delhi, India helps ensure 200 Indian children a day are receiving an education instead of being forced into child labor.

We strive to contribute to a world where urban and rural communities take responsible care of their environment, work consciously to conserve and protect natural resources in sustainable ways, and preserve historical assets and heritage for the benefit of future generations. Our mission is three-pronged. Conservation: Create significant and sustainable environmental change, specifically focusing on climate change, water conservation, food security, waste recycling, sustainable energy, preservation of endangered fauna and flora and greening projects that incorporate poverty alleviation and sustainable livelihoods. Education: Increase capacity and expertise of the southern African environment community, by transferring skills, providing mentorship and building supportive networks for the development and sustainability of the environment sector. Innovation: Use modern technology (e.g. GIS) capacity to enhance conservation efforts and to pioneer socio-ecological approaches to protected area management.

ANE supports Navajo Elder weavers living at or below poverty level in remote areas of UT and AZ reservations. We help them sell their rugs online and at rug shows so they get full value and sell more. We provide humanitarian aid to Elders who are too disabled to support themselves.  Each Spring and Fall volunteers pack and deliver food and supplies to 11 areas of reservation in community gatherings called Food Runs.  For the annual November Deer Valley Rug Show ANE brings Elder weavers and their family to Park City, provides for their lodging and food, and all of the money from the sale of their rugs goes to the weavers.  Elders in the program are 75-109 years old, many do not speak English, many heat with wood and do not have running water in their homes.

The Battery Conservancy, a non-profit educational corporation, was created in 1994 to revitalize The Battery and renew the spirit of Castle Clinton National Monument, the park's major landmark. The goal is to return The Battery and Castle to their historic roles as the center of cultural life in the Harbor and Downtown New York. The historic Battery, at the southern tip of Manhattan, is one of the most visited parks in New York City. An estimated 6 million people visit The Battery and the Castle annually, including national and international tourists, school children, and local residents and workers in Downtown Manhattan. Sweeping views of the Harbor and the Statue of Liberty and Ellis Island frame the setting for New York's premier waterfront park. Visitors stroll along the 1500-foot Admiral Dewey Promenade at the water's edge, which is also the point of departure for the many ferries taking people to harbor attractions. The park's 25 acres are home to 21 monuments, memorials and works of art, many related to the Battery's role in the history of immigration and defense. The Conservancy plays a pivotal role among organizations vitally interested in the future of The Battery, the downtown district, the waterfront, the quality of community life and the environment in New York. New York City owns and maintains Battery Park through the Department of Parks & Recreation; the U.S. government owns and maintains Castle Clinton through the National Park Service; and both are major sites in New York State's Harbor Heritage Area. Warrie Price, founding President of the Conservancy, serves as the City's Battery Park Administrator and the State's Heritage Area Director.

Real School in Goris is founded to create an informal education in Goris which will give the students the opportunity to get both theoretical and practical knowledge and skills, which will be enough to enter the job market easier. Our main goal is to create a techno-park based on that educational platform. To reach this goal, we took the Real School concept and programs and we are implementing the school in Goris as a separate institution. The main mission is like the Real School mission, which can be found below: The REAL SCHOOL is providing its graduates with knowledge (theoretical and practical) and skills (professional, personal and social) to succeed in high-tech innovative industry. REAL SCHOOL is a four year collage level program that combines liberal arts in-class education and vocational off-site trainings in R&D organizations, resulting in a level of knowledge comparable to today's Bachelor level graduates of Armenian universities combined with practical skills and CV of a 1-year junior developer in modern IT/High-tech company. The main difference from classical Bachelors program is targeting professional career in the industry, rather than academic career. However it doesn't mean that the applicants are low-level technicians. Modern high-tech industry requires everyday effort in self-education (lifelong learning) due to constantly changing technologies, innovation, new fields, spheres, opportunities. The modern life is not divided into "learn" and "work" segments anymore, but is combining the work & learning process till the last day of the professional career. As a consequence, the classical approach to education (learn only) and to professional career (work only) is failing in XXI century. Our vision of XXI century high-tech organization is a combination of Research, Production and Education formats. An organization that lacks any one of these 3 components, will loose in competition to those who are doing their own innovation, that is close to their own production, and are educating their own staff by maintaining the internship logistics. Our mission is to implement such program in partnership with IT organizations in neighborhood of each RealSchool site. It includes expansion to rural areas of developing countries, helping local industry to upgrade to meet the challenges of innovative high-tech economy. The liberal arts program is following classical approach to education of a "free citizen" of a republic, i.e. provide understanding of the structure of the world, universe, civilization, economy, which is sufficient for the person to discover their mission for their life or at least for the next 7-12 years, and to develop their skills and knowledge towards fulfillment of that mission. The liberal arts program itself is built in a project-based approach. The projects used in this section of the curriculum are also real-life projects, i.e. they are not invented by professors for educational purposes but are chosen from the infrastructure projects and issues faced by the region/country/world. Examples of such projects for I and II grade students include: 1) Forest recovery, in cooperation with the Armenian Forestry Committee. Green industry projects. Reuse of materials. Effective ovens development. Effective usage of forests/wood in the industry and household. Biodegradable materials development and use in the small scale high-end production. 2) Study of ancient Armenian literature, classical Armenian language, terminology, in cooperation with prominent researchers in the field. Creation of fonts, spell-checkers, translators for modern dialects (western/eastern) of Armenian and classical Armenian. Localization of the GNU SW (Firefox, Thunderbird, OpenOffice, Xfce4, Gimp, Inkscape, etc). 3) Study of ancient musical notation systems and body movement (dance) notation systems, development of SW for musical and ethnographic studies, in cooperation with researches from Armenian Conservatory, institute of Komitas and Armenian song and dance academy. 4) Study of environmental health control and monitoring, development of measurement kits for air, water, soil and ether (electromagnetic) pollution, performance of the measurements and publication/awareness promotion projects 5) Study of information management systems, information security challenges, development of national standards for information age, upgrade of national institutions, ministries to reduce paperwork and use modern IT solutions 6) Study of macroeconomic and microeconomic field, legislation. Development of promotion programs and lobbying for making legislation more friendly towards innovation, startup, family-business and small/medium enterprises. 7) Study of pedagogical and epistemological issues in high-tech post-modern reality, development of extracurricular and curricular studies for middle-school and high-school students. Support and further development of Armath curriculum, in cooperation with original authors of Armath curicula. Augmenting Armath with radio-frequency, electronics, mechatronics and biochemical kits. In the fields of pedagogy and epistemology - the mission is to reconsider foundations of personal training, establishment, attachment and feeling of heartbeat of the civilization, world, universe for a modern human being. From our perspective the history of the epistemology and thought is split into segments of before XIV century (primarily descriptive science), followed by the birth of analytical methods and decomposition, until hitting the ground (subatom, genome, lexical elements) in the mid XX century, and starting the third phase - the age of synthetic science (syntetic materials, synthetic life forms, synthetic languages). At the same time this switch from analytical to synthetical coincided with demographic supernova burst: for ages the population on earth was < 1B, and in XX it jumped to 7B and continues growing. As in the case of supernova - and in general - any bifurcation point - it is hard to predict what will be the next state: the dwarf, black hole, or new star. It is easier to choose desired outcome and invest resources in achieving that outcome, rather than investing in analytical efforts to predict the outcome. Fundamental reconsideration of human beings attitude towards self, towards their planet, their civilization and the universe is due to protect new generation from storm of information they are facing from their birth time, and give them instruments to categorize, prioritize and filter that information, in order to extract the core values, build goals and obtain attachment to life that was "given" in in the past to a person by the life style, and now has became a major problem for new generation, which has hard time finding challenges outside the virtual world of social networks and network games. Parents cannot solve this problem alone. The system needs to be built by the state to help them. Our goal is to provide B2G consulting and active participation in building the new formats and curricula for different age groups. Our consortium has created the Armath program under this mission, is building the Real School program, and has started building the Academic Research Hub for the academic (fundamental research) field as well. Among these, the RealSchool in mid-term has the highest impact on our future.

To develop rural Community capacity to access better social services like health care services, Provision of water, food security, Education, human rights, Entrepreneurial skills and financial discipline to the rural communities of Uganda.

CTF was born from the idea that the world would be a better place if we were all given the opportunity to give back. Established by a group of water women, we feel it is our calling to help others by teaming up with local organizations globally to raise awareness and address social, environmental, health and safety concerns in the places we visit. We aim to bridge the gap between the traveler and our projects enabling travelers to add a life-changing experience to their journeys and add purpose to travel.

Fundacion Bahia y Ecosistemas de Colombia is a non-governmental non-profit organization created with the purpose of cleaning the bay of Cartagena and its surrounding bodies, protecting their ecosystems and promoting the adaptation of the city to climate change. We are an organization that brings together people and institutions with vast experience in the environmental and business sector of the city, committed to improving the bay of Cartagena and the city. The Foundation is guided by the best science available and seeks the financial sustainability of all the projects it undertakes. Our basic lines of action are: Improve water quality of the bay and surrounding bodies; Protection and restoration of key species and ecosystems for the health of the bay and nearby bodies; and Actions to adapt or mitigate climate change in the city.

We affirm the Christian Magna Carta which describes the following basic rights as implicit in the gospel Everyone on earth has the right to: Hear and understand the Gospel of Jesus Christ. Have a Bible available in his/her own language. Have a Christian fellowship available nearby, to be able to meet for fellowship regularly each week, and to have Biblical teaching and worship with others in the body of Christ. Have a christian education available for their children. Have the basic necessities of life: food, water, clothing, shelter and health care. Lead a productive life of fulfillment spiritually, mentally, socially, emotionally and physically. We commit ourselves, by God’s grace, to fulfill this covenant and to live for His glory.

MISSION To eradicate extreme poverty in rural areas of southern India. To improve the living conditions of India's most disadvantaged groups, enhance their dignity and self-esteem, and help them achieve the necessary means to combat poverty. To ensure sustainable development with the active involvement and leadership of the communities. To reach as many poor people as possible and help organize them both individually and as community-based organizations, affording them strength, confidence, and the ability to lead their own development. To transform the semi-desert land through a holistic approach involving land, water, vegetation, and livestock development and to ensure the people live in harmony with natural resources. To sensitize men and women to the inherent discrimination and violence against women in both family and society, and to develop appropriate support systems and networks to fight such discrimination. To help people with disabilities gain equal rights and opportunities in every area of development, as well as access to all resources and services related to health, education, livelihood, and rehabilitation, helping them live a dignified life. To build a dynamic and creative organization that strives to participate in all development efforts and is spiritual in its motivation, based on knowledge and skills, shares the aspirations and struggles of the poor, and, though permanent in time, adapts to the changing times and needs. To raise public awareness about the living conditions of the rural and urban poor and to promote a more caring society. VISION For everyone from poor and oppressed communities to live with justice, dignity, and socioeconomic equality, and for all people to live in peace and harmony with one another. For people to live in harmony with nature, on land capable of sustaining its population. VALUES Permanence: We are a long-term project. Respect: We respect the people's culture and customs. Participation: We encourage the active participation and leadership of our stakeholders. Action: We have an action-based work philosophy. Accountability: We believe in efficient and accountable program and financial management. Humanism: We are strong believers in people and their capacity to help others. OUR PRINCIPLES RDT-Vicente Ferrer believes that people are the main actors in their development process and ensures their active involvement and leadership in the programs. The organization endorses a multi-sectoral approach with a view to enhancing people's overall progress. As a result, RDT addresses all major areas of development, including access to quality education, improved livelihoods, ecologyand the environment, equal opportunities for people with disabilities, women's development and empowerment, and access to healthcare. We organize, at a grassroots level, women, men, andpeople with disabilities into groups to enhance their strength, confidence, and ability to resolve their own issues and problems. An important RDT-Vicente Ferrer approach is the continuous sharing of knowledge, skills, and awareness about all aspects of life. Collaboration with the government and other NGOs to draw maximum benefits from development. To raise people's awareness and support their use of government schemes and resources. Though the organization has a special program forwomen's development, it believes that women's progress should be a factor in every area of work and life, including education, where emphasis is placed on young girls, and healthcare, for the overall well-being of women and girls. We believe in continuous training and orientation for staff members and people. We also have an HR department that regularly organizes internal and external training sessions for staff members of all levels and people on leadership, group building, problem solving, and gender-related matters, among others. To create an efficient human organization capable of acting regardless of where the need arises, even in emergencies. We believe that we must have a strong organization focused on community development, yet flexible and able to accommodate the changing needs of the people. RDT-Vicente Ferrer also stresses continuous dialogue with people and seeks to ensure its programs are useful and practical. An empathetic approach to helping individuals in severe distress due to chronic or acute illness, abandonment, or abuse of any kind.