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California Shakespeare Theater (Cal Shakes) redefines the classical theater for the 21st Century, making works of extraordinary artistry that engage with our contemporary moment so we might learn about ourselves and each other in the fullness of our world. There are three pillars of our work: Make, Learn, and Engage. MAKE: We create art that represents the best of what we can do, and the making of it makes us better. Cal Shakes creates exemplary productions of works both old and new interpreted in vital and urgent ways. We do this with a commitment to bold theatricality, innovative interpretation, thoughtful excavation, to expanding cultural ownership of classic stories, and to being our best selves as artists, stewards, and members of our community. LEARN: We nurture a culture of learning where we are both teacher and student. Cal Shakes seeks to both teach and learn through our art—not simply about the theater but about our world. We transform young minds through the practice of theater, we listen to and amplify seldom heard voices, we confront our own insecurities and ignorance with an openness to new ideas. ENGAGE: We forge community by dismantling barriers to participation. Acknowledging that the theater is a rare public forum, we pursue a robust culture of participation that values above all authentic discourse around the work we make. We endeavor to hold space for all points of view because it provides a deeper, richer, more nuanced and human experience of the world.

Mission statement: By providing English-language speech and debate tournaments, student leadership opportunities, and international programming to Bulgarian high school students, the BEST Foundation promotes critical thinking skills and free thought so as to foster a community of engaged, democratically-minded citizens who are committed to creating a bright future for Bulgaria. Vision: We believe that words are powerful, and can engage diverse viewpoints to contribute to the well-being of societies. Programs: BEST accomplishes its mission through the following activities: - providing speech and debate tournaments to Bulgarian and foreign students - supporting teachers and coaches with curriculum and trainings - creating student-centered leadership opportunities - informing and educating students about local and global issues and ideas - fostering a network of citizens who envision and are working toward a bright future for Bulgaria Impact: Though no two experiences through BEST are alike, the following characterizes significant patterns of change experienced through participation in BEST's programming: 1) Exposure: Through BEST, participants are exposed to new ideas, views, and perspectives. 2) Conviction: Participants then begin to care about certain ideas that they have been exposed to. 3) Education: Once they find an idea they care more about, they begin to learn more about this idea, and become more critically aware of what is going on. 4) Action: Based on what participants have learned and care about, they take action. Action can take many different forms.

Ballet Black was founded in 2001 with a mission to make a fundamental change in the diversity of mainstream classical ballet - on stage, behind the scenes, and among audiences & participants. We recognise the importance of providing visible, diverse role models in ballet. Our professional company is made up of eight dancers of Black and Asian descent from around the world. We create award-winning new work that is bold and distinctive, both live and on film, that tours the UK and internationally. We also develop talent at the early stages of ballet through our subsidised Junior School & Associate Programme, providing professionally taught ballet classes led by teachers of diverse heritage to children and young people aged 3 to 18. Our Junior Associate Programme is designed to support and inspire girls and young women aged 12 to 16 during the crucial pre-vocational stage of ballet training. This cements our commitment to reaching a critical mass of young people for whom the artform of ballet has historically been closed and is part of our contribution to diversifying ballet in the UK. We challenge perceptions in ballet, promote greater inclusion in dance training, and are growing audience diversity for ballet and the wider dance sector across the UK. We are also playing a vital role in advocating wider societal change through our industry-changing collaborations, such as working with Freed of London to create the first UK made pointe shoes for Black, Asian, and culturally diverse dancers.

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

Libraries Without Borders is an international nonprofit that expands access to information, education and cultural resources to vulnerable populations around the world. Our interventions address the structural causes of economic and human underdevelopment, reduce the digital divide, and promote cultural resilience. By focusing on the curation and customization of educational materials, along with the logistics and security involved with delivery, storage and construction of learning spaces, we have been able to develop innovative programs, create and re-envision library spaces and support librarians in over 25 countries. Most recently, we received the Library of Congress' International Literacy Award (2016) and won the Google Impact Challenge (2015). We advocate the idea of the library as a toolbox for communities to disseminate knowledge, promote social harmony, accompany the least fortunate, and ultimately, pursue human and economic development. We work in five areas of intervention: 1. EDUCATION LWB establishes libraries and information resource centers in universities and schools. This support manifests itself in the donation of materials, technical equipment, texts, and multimedia and electronic resources. LWB also provides support to teachers in their education responsibilities by putting in place educational resource centers as well as creating educational digital content. 2. INFORMATION AND CULTURE LWB supports the development of structures providing access to books, information and culture in developing countries. LWB enters into partnerships with libraries to help them develop their textual and digital resources and set up quality cultural programs. LWB also accompanies the creation of cultural projects for specific and disadvantaged groups such as visually impaired persons, prisoners and refugee populations. 3. CAPACITY BUILDING LWB initiates innovative specialized resource projects to reinforce the capacities of specific groups such as professionals from the medical or justice sectors. In facilitating access to verified and quality-controlled information, LWB accompanies their daily work in servicing their communities as well as their scientific research. 4. CONSERVATION OF CULTURAL HERITAGE LWB assists in the conservation and promotion of local written or oral heritage through the creation of specialized structures (libraries, cultural centers) and the training of personnel in these professions. Within the framework of promoting local knowledge and supporting publishers in developing countries, LWB also promotes the diffusion of local literature. 5. CULTURAL ENTREPRENEURSHIP LWB works alongside cultural entrepreneurs to design innovative and sustainable economic models. By setting up income-generating activities and training in management strategies, libraries are re-invented as social and cultural entrepreneurs with major economic benefits for their communities.

Dyslexia Advocates provides individuals, families, tutors, and teachers with information about dyslexia and support.

BCF fosters cooperation and goodwill between Bhutan and Canada in several ways: Our main program is a teacher program, in which we work with the Ministry of Education in Bhutan to send qualified teachers to teach in public schools in some of the most rural parts of the country. Since January 2010, BCF has sent a total of 69 teachers to 39 different communities across Bhutan. These teachers have directly impacted the lives of over 10,800 Bhutanese students. We also offer scholarships for Bhutanese youth to complete secondary education in Canada. Finally, as one of the only North American organizations with a permanent presence in Bhutan, we serve as a cultural liaison for many visitors to the country.

The mission of Young Imaginations is to improve education by placing the arts within the core of the educational process. This is accomplished through 1) multicultural music and dance classes for schoolchildren; 2) professional development for arts specialists and classroom teachers; 3) community outreach; and 4) development of educational materials.

The organization exists to facilitate communication among scholars, teachers, students, artists, museum specialists, collectors, and all others interested in the arts of Africa and the African Diaspora. Its goals are to promote greater understanding of African material and expressive culture in all its many forms, and to encourage contact and collaboration with African and Diaspora artists and scholars.

Indiana Heritage Arts makes its home at the historic Brown County Art Gallery in Nashville, Indiana providing year round exhibition space to prize-winning artists, where they can offer paintings for sale. IHA supports an annual student art competition held at the Gallery by providing prize money to the area's top art teachers.

Community-Word Project (CWP) is a New York City based arts-in-education organization that inspires children in underserved communities to read, interpret and respond to their world and to become active citizens through collaborative arts residencies and teacher training programs. Community-Word Project serves students in public schools throughout the five boroughs of New York City.

The John Mack Oboe Camp is an intense series of master classes for oboists. All classes are group classes with students performing standard etudes, solos, and orchestral excerpts. Admission is open to college-age oboists, professionals, teachers, and a limited number of advanced high school oboists. JMOC was founded in 1976 by Joseph Robinson. It is held at Wildacres Retreat, located near Little Switzerland, North Carolina. Wildacres is a place of supreme beauty in the Blue Ridge Mountains, and it is committed to advancing the arts, natural sciences, religion, and the betterment of human relations.