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Young Scientists for Africa (YoSA) is a registered charity supporting young African science students by: - Awarding scholarships to attend the annual London International Youth Science Forum (LIYSF). - Creating a student network in Africa to enable and encourage careers in science. This is necessary because: - Extensive analysis has demonstrated that Africa needs science, not just aid, to address the socio-economic and public health challenges it faces. - Africa needs young African scientists to lead the charge on reshaping the continent and improving and saving African lives. What YoSA offers: YoSA was established to support young African science students who don't typically have access to the same opportunities as those in other parts of the world. A central component of YoSA is a scholarship programme to sponsor African science students to attend the London International Youth Science Forum (LIYSF). Proper representation of African students at this international forum is hugely important and before the creation of YoSA there was no representation of students from countries in Sub-Saharan Africa; a continent that constitutes approximately 20% of the world's youth population. YoSA works with leading scientists and scientific initiatives in Africa to identify the best young African scientific talent. These students are then sponsored to attend the London International Youth Science Forum - an annual event which attracts over 500 of the world's best science students from more than 70 countries, many of whom have won national science competitions - and are given the chance to engage with world leading scientists in a two week programme of lectures, debates and visits to research institutions. At LIYSF, YoSA students have the opportunity to share their perspectives and create lasting relationships with an audience of other young scientists from all over the world. They also raise the profile of African science by introducing other students to the challenges and opportunities for science in Africa. YoSA operates through a network of facilitators and has established links with the Bill and Melinda Gates Foundation (https://www.gatesfoundation.org/), The Wellcome Trust (https://wellcome.ac.uk/), The Alliance for Accelerating Excellence in Science in Africa (AESA) (http://aesa.ac.ke/), Projekt Inspire (http://projektinspire.co.tz/) and the Next Einstein Forum (https://nef.org/). Through the support of its network of facilitators YoSA sponsors open and fair selection processes to identify talented young African scientists, for whom other financial support would not be available, and who are committed to pursuing science careers in Africa. The facilitators also support scholarship students locally with their visa and passport requirements as they have typically never travelled outside their own country before. Our ambition is to support young African scientists, not just in attending LIYSF, but also in creating a network that can link into other African science initiatives such as Next Einstein Forum (https://nef.org/) and Africa Research Excellence Fund (http://www.africaresearchexcellencefund.org.uk/) as they progress in their education and careers. We have directly facilitated introductions for our students with these and other leading science organisations in Africa and we actively monitor and encourage the progress of their scientific development through these connections. Each of our scholarship students has returned to Africa with a determination to succeed in science. They have been very proactive in communicating their experiences at LIYSF within their schools and local communities and inspire others pursue careers in science. They are each required to write a report of their experiences as part of the scholarship we provide and this forms the basis of these presentations. Our students are fantastic ambassadors for science in Africa and it's no exaggeration to say that YoSA and LIYSF have had a life changing effect on them and their ambitions for their future careers as African scientists. What is LIYSF: The London International Youth Science Forum (LIYSF) is a two week residential event held at Imperial College London, with lectures and demonstrations from leading scientists, visits to industrial sites, research centres, scientific institutions and organisations, including world class laboratories and universities. LIYSF attracts over 500 of the world's leading young scientists, aged 16-21 years, from more than 70 countries. This year was the 60th LIYSF and further details can be found at https://www.liysf.org.uk/.

A John Carroll education is distinguished by respect and care for the whole person (cura personalis), innovative teaching, and integrated learning throughout the entire student experience. A commitment to excellence and academic rigor animates JCU's way of proceeding - graduating individuals of intellect and character who lead and serve by engaging the world. John Carroll University, founded in 1886, is a private, coeducational, Catholic, and Jesuit university. It provides programs in the liberal arts, sciences, education, and business at the undergraduate level, and in selected areas at the master's level. The University also offers its facilities and personnel to the Greater Cleveland community. As a university, John Carroll is committed to the transmission and enrichment of the treasury of human knowledge with the autonomy and freedom appropriate to a university. As a Catholic university, it is further committed to seek and synthesize all knowledge, including the wisdom of Christian revelation. In the pursuit of this integration of knowledge, the University community is enriched by scholarship representing the pluralistic society in which we live. All can participate freely in the intellectual, moral, and spiritual dialog necessary to this pursuit. Within this dialog, in which theological and philosophical questions play a crucial role, students have the opportunity to develop, synthesize, and live a value system based on respect for and critical evaluation of facts; on intellectual, moral, and spiritual principles which enable them to cope with new problems; and on the sensitivity and judgment that prepare them to engage in responsible social action. In a Jesuit university, the presence of Jesuits and colleagues who are inspired by the vision of Saint Ignatius Loyola, founder of the Society of Jesus in 1540, is of paramount importance. This vision, which reflects the value system of the Gospels, is expressed in the Spiritual Exercises, the source of Jesuit life and mission. To education the Jesuit spirit brings a rationality appropriately balanced by human affection, an esteem for the individual as a unique person, training in discerning choice, openness to change, and a quest for God's greater glory in the use of this world's goods. Commitment to the values that inspired the Spiritual Exercises promotes justice by affirming the equal dignity of all persons and seeks balance between reliance on divine assistance and natural capacities. The effort to combine faith and culture takes on different forms at different times in Jesuit colleges and universities. Innovation, experiment, and training for social leadership are essential to the Jesuit tradition. At the same time, John Carroll University welcomes students and faculty from different religious backgrounds and philosophies. Dedicated to the total development of the human, the University offers an environment in which every student, faculty, and staff person may feel welcomed. Within this environment there is concern for the human and spiritual developmental needs of the students and a deep respect for the freedom and dignity of the human person. A faculty not only professionally qualified, but also student oriented, considers excellence in interpersonal relationships as well as academic achievement among its primary goals. The University places primary emphasis on instructional excellence. It recognizes the importance of research in teaching as well as in the development of the teacher. In keeping with its mission, the University especially encourages research that assists the various disciplines in offering solutions to the problems of faith in the modern world, social inequities, and human needs. The commitment to excellence at John Carroll University does not imply limiting admissions to the extremely talented student only. Admission is open to all students who desire and have the potential to profit from an education suited to the student's needs as a person and talents as a member of society. The educational experience at John Carroll University provides opportunities for the students to develop as total human persons. They should be well grounded in liberalizing, humanizing arts and sciences; proficient in the skills that lead to clear, persuasive expression; trained in the intellectual discipline necessary to pursue a subject in depth; aware of the interrelationship of all knowledge and the need for integration and synthesis; able to make a commitment to a tested scale of values and to demonstrate the self-discipline necessary to live by those values; alert to learning as a life-long process; open to change as they mature; respectful of their own culture and that of others; aware of the interdependence of all humanity; and sensitive to the need for social justice in response to current social pressures and problems. Our partner in Honduras is Sociedad Amigos de Los Ninos, whose mission is to: Improve the quality of lives of children, adolescents, mothers, families and communities according to their specific needs, implementing programs that provide protection, education, health, training, financing, spiritual orientation, and housing, involving them in achieving their own development. Enable our supporters and volunteers to join this labor of love where they have the opportunity to fulfill their own dreams in favor of the less fortunate.

Early childhood education. Inclusion. Diversity: FortSchritt is an independent, non-profit organisation for holistic childcare in integrative day nurserys, kindergartens and daycare centres. In our conductive curative education day care centers we provide holistic, loving and individual support for children and young people with disabilities using the method of conductive education according to Dr. Andras Peto. Our mobile specialist service visits people of all ages and institutions on site and offers them psychological and therapeutic help. The focus of our holistic work is always the human being in his uniqueness. Main areas of activity: The FortSchritt-Konduktives Forderzentrum gGmbH was founded in 2001. It is responsible for 36 day nurserys, kindergartens, children's homes, forest playgroups, curative day care centres and after-school care centres for children with and without disabilities. In addition to the day care centres, FortSchritt gGmbH offers day care and large day care centres for children, a baby cafe, a transport service and interdisciplinary, mobile specialist services for parents, children, educators and employees. The facilities of FortSchritt gGmbH are represented in 6 Upper Bavarian administrative districts and the state capital Munich. At present we care for about 1,400 children with about 400 employees. All FortSchritt support services are holistic and inclusive! The personal development of each child and social justice are in the foreground. Therefore, FortSchritt welcomes all children, regardless of which social, religious and national group they belong to. Thus the facilities of the gGmbH form a differentiated, multi-layered, educational and social learning environment. In order to enable optimal support beyond the regular financing, we are dependent on monetary donations and donations in kind. Mission statement FortSchritt gGmbH - step by step to independence Preamble: This mission statement is the result of more than 20 years of lived experience in pedagogical dealing with children, teenagers and young adults. It offers orientation, reminds us of common goals and values and encourages us to think further. 1. The children, teenagers and young adults entrusted to us are at the centre of all our ideas, concepts and measures. We are passionately committed to their well-being and their best possible development and strive to work professionally and successfully every day. 2. We see our work as a diverse range of pedagogical offers, which should enable the optimal compatibility of family and career. We rely on our experience, skills and strengths. 3. FortSchritt has a unique history: We have established the conductive education to Peto in Germany. This tradition is very important to us. At the same time, we integrate various pedagogical approaches into our work and are constantly developing further. 4. The aspects presented under Mission, Vision and Values have emerged from joint workshops and meetings. They are not immutable, they have to prove themselves in practical work every day. 5. This mission statement should therefore be tested in practice and further developed: Share your experiences with the other employees of FortSchritt! At leitbild@fortschritt-bayern.de we are happy to take up your experiences, ideas and suggestions and publish them regularly. Mission: In cooperation with the parents, we seek to educate the children, teenagers and young adults entrusted to us to become responsible, compassionate and independent personalities - always in partnership and at eye level. 1. FortSchritt enables individual support: Through our diverse range of services we create the conditions to accept each child as it is: unique and free in its decisions. Our roots lie in the conductive education according to Peto, in addition we take up different pedagogical approaches such as Frobel's teaching, reggio pedagogy or forest pedagogy. This diversity allows us to address individual offers to the individual. The conception of our facilities and the interdisciplinary qualification of our teams reflect this diversity. 2. Joy, security and acceptance with FortSchritt: Children, teenagers and young adults feel completely at home with us, have fun and enjoy themselves. They should keep the time at FortSchritt as a valuable memory. This includes creating an atmosphere of security and acceptance; a protected space in which those entrusted to us can develop and try things out. 3. Our goal: Step by step to independence: We accompany the children, teenagers and young adults individually and step by step on their way to independence and support their strengths. "I can do it!": We make sure that the challenges they face are manageable and that their sense of self-efficacy is strengthened. This also includes setting clear boundaries. Many small steps create a sense of achievement that motivates you to continue. 4. We promote a positive self-esteem: Children, adolescents and young adults should develop at FortSchritt to become self-confident and responsible citizens of society. They learn to be aware of their own needs, to trust their own strengths and to develop skills. This also means taking responsibility for their own actions and standing up for common values. Everyone can achieve something and be proud of it: positive feelings strengthen self-esteem. 5. Inclusion and social competence in all facets: In addition to personal development, the promotion of social skills in all its facets is central to FortSchritt. At the core of this competence is the insight: "It is normal to be different." For us, inclusion refers not only to different physical constitutions or mental abilities, but also to gender, nationality, culture and language. The focus is on support oriented to the individual child and learning from and with each other. FortSchritt creates a space for friendships, for trust and reliable action. Vision: We advocate an open, empathic society in which inclusion is not just a buzzword, but an attitude to life. We take responsibility for this: with our theoretical and practical expertise and our special pedagogical skills, we want to advise parents, communities and other institutions and stimulate social change. 1. Higher social and political appreciation of extracurricular education: In our view, extracurricular education should be given the same importance as school education. This will create better overall conditions in the areas of education, training and support. FortSchritt is committed to a concrete improvement of the working conditions of our pedagogical teams. In addition to higher remuneration, this includes the optimisation of training and further education opportunities. The time for preparation and follow-up work, professional exchange and networking should not be considered a voluntary additional benefit, but a fixed part of regular working hours. 2. Inclusion is more than consideration: Our goal is a society in which inclusion is a matter of course in all respects. This means that not only individual social institutions work on inclusion, but that broad social and political acceptance is achieved. FortSchritt consciously counters social exclusion: We reject the division of people into certain categories such as nationals/foreigners; handicapped/non-handicapped. 3. Living diversity: also in our teams: Against the background of a changing society and increasing demands in the field of extracurricular education, training and support, we want to develop culturally, linguistically and professionally diverse team structures. In order to meet these requirements, we would like to offer our employees a wide range of training and further education. 4. FortSchritt as consultant, supporter and multiplier: We would like to pass on our special curative education and psychological knowledge and our expertise in the areas of management, administration and organization. Parents, representatives of local authorities and other institutions should receive information and support from us in an uncomplicated way in the form of counselling, coaching and further training. Values: The values formulated here give orientation to our thoughts and actions - and they serve as a benchmark in dealing with the children and young people entrusted to us. This also applies to our dealings with parents and all those with whom we work in partnership. The values have proven their worth in the more than 20 years of our existence - and should continue to serve as a guideline for the future. 1. Humanistic, positive image of man: Human dignity, the recognition of the equality of all people and respect for each individual are the basis for our actions. 2. Appreciation: We meet people empathically and at eye level. Our friendliness is expressed in our language and in our actions. Politeness and appropriate manners are therefore a matter of course for us. 3. Respect: We treat ourselves and others with recognition and respect. For us, respect means not only tolerance of other values and lifestyles, but also their acceptance. 4. Trust: A trustful cooperation is the basis of all our relationships. The trust we place in each other creates security and reliability. 5. Fairness: For us, fairness means more than acting in accordance with the rules: Fairness also means decency and honesty in dealing with each other. 6. Together: We achieve our goals through team spirit, cooperation and a strong sense of community. We want to actively set an example against egoism and create a sense of we.

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.

Sportinzona Melina Miele is a sport association that was born in 2010 in order to promote social inclusion trough sport. It was founded by people that want to make a change in their community. The founders, the board members and the staff have in common the passion for sports and a background as social workers or civil right's activism or as a volunteer of the organization. CONTEST ANALYSIS In Milan there are nearly 114,000 young adults between 11 and 20 years old, around 24,000 among them come from a foreign country. A large portion of it does not have access to sport for economic, social and cultural reason and this build higher barriers on the path of integration and cohesion, especially for migrant young generations. Moreover, in the last years it has been noted a serious abandonement of sport practice in younger generations, with negative consequences on their health and socialization with other young people and opening to disadvantage bringing in some cases to the increase of negative behaviours. (From the 2017 Special Eurobarometer on Sport and physical activity emerged that Italy is not one of the best perfomer. The 62% of the of respondents never exercise or play sport and just the 1% are the most likely to exercise or play sport regularly, which is the lowest rate in EU.) There is a real need to promote sport not just as a way to improve physical appereance, as it is perceived for the 33% of respondents of the report, but as a vehicle of well being, inclusion and social values. The organization aims to convert this perception through a series of communication and empirical activities that will impress the audience. It aims to demonstrate the positive effects from which people can benefit (making sport/physical activity a part of their everyday lives, spending time with disadvantage people and new citizens) as individual and part of a community. One of the aim of our projects is to develop an exchange relationship between sport societies and socio-educational subjects which will have the following effects: - creating more sport opportunities for young generations living in the city, especially disadvantaged urban areas, in order to foster their access to social rights; - breaking down access barriers to sport societies for disadvantaged young people and encouraging the creation of a varied context from a social and cultural point of view; - innovating the sport associations and societies approach by enhancing the educational and inclusive feature carachterising the relational dimension of sport. In the last years we found on the field that in order to do an ficient educational work with kids, playing soccer, volleyball, rugby or basketball is the first step for the beginning of a important human relationship. MISSION SPORTINZONA seeks to address the main Milan's city urban challenges of the inequities, polarized communities,as well as micro/macro segregation emerging in all the Milanese areas. For this reason, sport could be identified as a complementary and integrated means to face them. To furtherly implement those aspects, there is a need of three types of experienced professionists: sport technicians, educators and volunteers specifically trained on those aspects. Generally speaking, according to the Agenda 2030 of the United Nations , the practice of sport and the incentivation of sports through the event will contribute to sustainable development and to the establishment of a climate of peace, tolerance and respect among people. vertheless, the entire event will support the rising of awareness among younger generations on the social potential that sport practice can generate bringing to: new and more traditional ways of socializing, creation of a greater sense of ownership to the community, respect and knowledge of different cultures, respect of common rules and civic engagement, incentivation to volunteering actions, affirmation of new non-formal places and methods of educating youth. In particular sport will allow to raise awareness on the importance of policy geneder toright the message that sport is accessible to everybody: man, female, disadvantaged and disabled people and new citizens. As indirect effect our projects tackles the issues of: early school drop out, cohesion and fight against racism and xenophobia, respect of civic obligations and rules avoiding disaffection to institutional life, alongside with the topic of healthy standards of life (avoidance of drug abuse, healthy eating habits, healthy non web based socialization options). OBJECTIVES The main objectives of the projects are: 1. Experimenting an integrated and multidisciplinary practice combining different fields of intervenction; 2. Encouraging the development of a methodology that allows the enhancement of sport as an educational opportunity that contaminates both the skills and knowledge of the educators and sports technicians; 3. Organizing events; 4. Encouraging the development of "sport as a means of social inclusion city policy" with the public administration-private ngo's stakeholders network 5. Offering opportunities for sports to people who are usually excluded due to access barriers; 6. Support social inclusion processes by promoting the possibility of creating new groups in which subjects from different cultural and social backgrounds meet and compare sport as a cross community action and instrument. ACTIVITIES Sportinzona would like to be an infrastucture to fill the gap. The organization is working with professional educators, pedagogists, sociologists, psichologists, trainers, with specific formal training and certified sport skills with the following activities: 1) build networks for social projects that use sports as a tool and opportunity for a better reach of kids with disadvantage backgrounds. 2) organization of sport activities such as team trainings, tournaments events in the outskirt areas of Milan's city. 3) setting a No League sport-educative methodolgy that has an important educative impact, using sport has the main efficienct tool. 4) acrivities in order to promote a change in the grassroot's sport culture where the differences can be a richness for all. Meetings, trainings workshops, conferences. 5) activities thet promote innovation in the working methods, giving voice to the actors and to the the participants in the evaluation process. European projects, multi tasking events with music, culture, sport engaging the No League community in the organization. 6) engage the trainers, educators, kids and family in a community path where everybody is important and connected trough links over the sport field into other life's fields 7) active citizenship activities for the community, involving the actors of the projects in different and changing roles during the different phases of the projects. From being an athlete and player, kids can become trainers and referees as soon as they get older and they still want to support the organization's programs. The organization will provide trainings and tools in collaboration with the national and local sports federations, universities, schools etc. Our organization has one main umbrella project: No League, with different targetted projects: No League social games, No League all star, No League@school, sport4trotter. The project NO LEAGUE, use sport as a tool to promote positive values such as inclusion, equality, cooperation, respect and solidarity. Within an integrated public-private system, we seek to see a change in the approach to sport by breaking down silos and taking a more streamlined and holistic method, especially for what concern the creation of an integration between social service and sport. The idea is to develop a multidisciplinary board combining the capacity building of the public stakeholders, the academic know-how and the expertise of sport and social-educational territorial subjects. Being together is the prerequisite for a better inclusion, because it is evident now more than ever that it is possible to overcome challenges only if "no one is left behind". To do this it is necessary to create a network that aggregates the most relevant players in Milan, not only in sport field.

Enable actions to promote Mental Health and Emotional welbeing to positively impact children, adolescents, youth and adults lives in the school, work environments and in society as a whole.

Liberty's vision: "Young People & Adults with Special Educational Needs, Disabilities &/or Mental Ill Health enjoy great learning and participate fully within their communities." Liberty's aim: " To offer young people/adults with Special Educational Needs, Disabilities &/or Mental Ill Health equal opportunities within Staffordshire by developing programmes which enable its members similar or the same experiences as any other young person"

The Rural Children Hope, as a Faith Based Non-Government Organization, is committed to humanize and improve the living standards of the rural children by disseminating, promoting and defending their rights (moral, physical and mental) through the provision of Education, Health Care Services, Water and Sanitation and Socio-economic Empowerment.

We are the National Alliance on Mental Illness (NAMI) of&nbsp;Virginia. Our mission is to promote recovery and improve the quality of life of Virginians with mental illness through support, education, and advocacy. &nbsp; We envision a world free of stigma and discrimination where all people affected by mental illness get the help, hope, and support they need. The quick brown fox jumps over the lazy dog.

To foster sustainable and vibrant Ugandan communities through unique partnerships focused on education, women's empowerment, food security, and health.

Working towards ensuring a health family and community through supporting and encouraging peoples to know and release their potential in the integrated program