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Revoar was born in 2017 from a dream of working with the power of socially vulnerable youth, starting from the perception that youth is an important phase of a human being's life, during which young people are in full development and in a moment of great doubts, pressures and conflicts. However, they have few opportunities, people and places that are safe and adequate for them to develop fully and reflect on and share anxieties and concerns about their decisions about the future. This absence of specific conditions and support to look at oneself and develop in an integral way, whether in the current school system, in families or in places and groups frequented by youth, leads today to a frequent number of young people with depression, with fear and few prospects for the future, and suffering from anxiety and psychosomatic illnesses. The power and vitality of youth, as well as their potential for mobilizing change, both in relation to their role in the economically active population of the coming decades, and for their strong presence and transformative power, have been underdeveloped and got little attention, due to the way in which the education system is considered in the country. Education today remains focused on the enhancement of cognitive skills, with a focus on the obligation to teach content and a more technical vision of education, which is geared towards preparing people for the professional market. Traditional education still uses models designed to answer old demands, without being able to clearly meet the demands of the new century and reflect new discoveries about human complexity. This policy option for education excludes from the process of development of human beings, which are complex and multidimensional beings, the learning of social and emotional skills. Young people, the adults of tomorrow, end up going through school and the youth phase without having the opportunity to know and improve a human dimension relevant to their integral development, which in turn generates human beings with limited, and little explored potential. Today, schools are unable to fulfill the mission of developing all the skills that human beings need to face the challenges of the 21st century. And that does not mean that cognitive skills (interpreting, reflecting, thinking abstractly, generalizing learning, etc.) should be left aside, but rather calls for the integration of the development of socio-emotional skills into the teaching/learning process, since the two are related and complement each other, and together they allow for the integral development of human beings. Therefore, the development of a full education, which considers the human being in its entirety and fullness, is, in general, not being achieved. Currently, there are many terms that refer to socio-emotional skills, such as education for life, 21st century skills, soft skills, emotional and social intelligence, among others. Regardless of the term used, studies have demonstrated the importance and benefits - individual and social - of developing such skills, such as increased creativity, overcoming losses and difficulties, improving teamwork, reducing bullying, decreasing anxiety and depression and better awareness of talents and strengths. With the lack of an integral education that is concerned with the development of these skills, young people miss the opportunity to improve the way they relate to themselves and to others, they do not know how to deal with their feelings and emotions, they do not learn to make decisions in a responsible manner, they don't learn to deal with problems and difficulties, they don't develop empathy, self-confidence and they don't learn to be collaborative people. In view of all these situations and realities, Revoar was created with the proposal to design and implement educational processes for young people in situations of social vulnerability, in public and private schools in Rio de Janeiro, working to contribute to the socio-emotional development of these young people. The organization's mission is to promote a new education, which values a more humane and integral education, in order to enable better personal and socio-emotional development, through a focus on four pillars: self-knowledge, collaboration, empathy and autonomy. To fulfill these objectives, a novel educational path was created, based on practical and dynamic experiences, combined with deep and provocative reflections and meditations, based on several collaborative and innovative methodologies, which was named Pedagogy of Reconnection. The entire methodological process proposed is participatory, respecting listening and dialogue between participants. Knowledge is sought through pleasure and the desire to be in Revoar. And, for this, the methodology is based on participative, cooperative and playful actions that recognize the individuality of each one and, at the same time, the strength and importance of the collective. Revoar's methodology is inspired by innovative and collaborative methodologies such as: Pedagogy of Cooperation, Cooperative Games, Dragon Dreaming, mindfulness, Art education, among others, for the development of socio-emotional skills. Instituto Revoar, in its four years of activity, has held courses with middle and high school students from public schools in Rio de Janeiro, as well as with young people under age who have committed crimes and serve socio-educational measures at the Novo Degase institution. Based on the monitoring and evaluation of its actions, Revoar verified positive and important results, such as, for example: greater ability among participants to identify their own feelings and emotions and greater confidence in expressing them; greater capacity for listening and empathy, and improvement in sociality and working in groups; increased self-esteem through the identification of skills and strengths; improvement in life prospects with the awakening of dreams and greater capacity for choice and decision making with the elaboration of life projects. After two years of working with young people, in 2019, Instituto Revoar began to share its experience and knowledge with educators from the municipal education network in the city of Rio de Janeiro through the "Connected Educators" project. Connected Educators is a process of experiential training, from the perspective of integral education, which aims to deepen the knowledge of educators about socio-emotional skills, so that they can more intentionally develop them in the classroom. The Connected Educators course focuses on connecting educators with themselves, with their "I-educator", with their studies and with the school and, from there, developing a more direct and deeper knowledge about socio-emotional skills, and about ways to develop them intentionally in the classroom. The feedback from the participating educators was very positive, having seen results in the educators' self-esteem and motivation, as well as their practical experience of socio-emotional education in the classroom. Instituto Revoar, therefore, currently creates learning experiences to strengthen and connect educators and students, with a focus on the development of socio-emotional skills and the promotion of integral education.

The U.S. Association for International Migration (USAIM) is the nonprofit partner of the International Organization for Migration (IOM) in the United States. As a registered 501(c)(3) nonprofit organization, USAIM seeks to empower migrants. Through outreach, education, and fundraising USAIM aims to raise awareness about the reality of migration while encouraging positive action. USAIM's Mission: To broaden public awareness To support programs that promote the humane and orderly migration of people To mobilize private sector resources To work in partnership with the International Organization for Migration (IOM) to support domestic and international programs benefiting migrants, displaced persons, and families

Our mission is to discover talented youths with core competencies required by the present knowledge and information based societies through the following to help solve the problems that humankind faced and eventually make the world a better place. 1. International science, technology, engineering, arts, and math(STEAM) fairs with science forums for youths 2. Motivating talented youths for scientific research through relevant education 3. Cultivation of science research abilities and development of creativity in youths 4. Forming STEAM communities of talented people and experts who possess combined knowledge of humanities, sociology, and science technology with convergent thinking.

Indigenous Health Solutions is a trans-disciplinary collective of pioneers driven by a passion for service to the Earth, and the poorest and most remote communities on it. Through the lens of planetary health, where shifts in natural systems are prioritized in examination of human health, experts in conservation, health, anthropology, and business come together with those in need to craft and implement culturally informed and community led solutions for development. Our programs are built upon the foundational principle that development must be indigenous, that is, planned in partnership with those in need and rooted in the place of delivery, reflecting practical awareness of the interconnection between health, conservation, livelihood, and education.

Tibet Relief Fund works to empower Tibetans to build sustainable communities and better futures through education and innovative practical grassroots initiatives. There are currently around 150,000 Tibetans living in exile, since the first wave of refugees fled their homes in 1959 to escape China's occupation. Tibetans still living inside Tibet are marginalised and denied fundamental rights, with their religious beliefs, cultural identity and ways of life under serious threat. Tibetan refugees living in settlements in India and Nepal have limited access to healthcare, education or work opportunities. This makes it difficult for them to build sustainable livelihoods and develop their communities, and leaves them vulnerable to crises. Tibetans, like anybody else, should be able to live and work with equality and security, and celebrate their rich culture and traditions. That's why we're here.

The Partnership for Los Angeles Schools transforms schools to revolutionize school systems, empowering all students with a high-quality education. All young people, regardless of race, ethnicity or zip code, have the right to a high-quality K-12 education--one that builds the skills, knowledge and resilience needed to complete a four-year college and gain greater economic mobility. As an in-district school operator, we manage a network of 19 high-need schools (TK-12) that remain part of the Los Angeles Unified School District. Through innovative programs and practices, we accelerate the achievements of low-income students of color, represented by our 14,200 network students. We seek equity for students across Los Angeles by modeling success and advocating LA Unified to adopt our solution.

The South Eastern Medical Interpreter Association provides continuing education opportunities and a forum for medical interpreters and translators to exchange ideas and experiences. SEMIA supports medical interpreter training in order to facilitate access to health care and other fundamental services for limited-English proficient and marginalized communities. The Association promotes professionalism and public awareness of the importance of providing quality interpretation services in health care. Purpose and Objectives: To increase professional and public awareness of the importance of providing qualified interpretation services in healthcare. To enhance the professional image of translators and interpreters in the healthcare industry. To contribute to improving the standards and professional ethics, practices and competency of medical interpreters. To strive to protect the rights and interests of professional medical interpreters and translators. To provide an open forum for medical interpreters and translators for the regular exchange of ideas and experience.

EPAPSY (Association for Regional Development and Mental Health) was founded in 1988, on the initiative of the Professor of Social Psychiatry, Stelios Stylianidis, proposing an alternative model of psychiatric care in the community based on the principles of Social Psychiatry and Psychosocial Rehabilitation. EPAPSY's history is synonymous with the history of psychiatric reform in Greece, the struggles for the abolition of psychiatric asylums, the destigmatization of mental illness and the care of people with psychosocial problems with respect towards their rights and dignity. It all began with the opening of the first Psychosocial Rehabilitation Guest House in Greece, in 1990. Since then, its people work tirelessly to provide integrated mental health care to the community. Today, EPAPSY is one of the largest non-profit mental health service providers in Greece, having the scientific and administrative responsibility of twenty-three Psychosocial Rehabilitation Accommodation Units throughout Greece, two Mobile Mental Health Units in the Cyclades and two Day Centers in Athens and Larissa. Within its scientific framework, it coordinates and implements European and international projects in collaboration with UNHCR, the European Alliance Against Depression, the Bodossaki Foundation and other important entities, while it responds to social and health crises and natural disasters. Being faithful to the principles of Community Psychiatry and Psychosocial Rehabilitation, it has supported the establishment and operation of Social Cooperatives of Limited Liability in the 5th Mental Health Sector of Attica, in Central Greece and Trikala, as well as of local mental health associations in Chalkida, the northern suburbs of Attica and Boeotia. Always focused on its founding vision, EPAPSY regularly publishes scientific articles, delivers speeches and gives interviews in national media on the promotion of mental health in the community, psychosocial rehabilitation and the prevention of psychosocial problems. For there is no health without mental health and there is no mental health without equal access to the goods and services ensuring everyone's right to live.

Fundacion Nativo is a non-profit organization, located in Caracas (Venezuela), which is dedicated to the socioeconomic and sustainable development of indigenous communities, without having to damage their environment or abandon their cultural or religious beliefs. Always favoring gender equality and integration of different sexual options. Vision: A world in which there is no inequality between the indigenous population and the rest of society. Where the native population is not considered as animals, pets or the disposable object of the fashion of the moment. Mission: Empower indigenous communities by promoting the conservation of their culture, defending the right to land and the preservation of their natural resources, promoting sustainable economic development in gender equality and sexual orientation, favoring access to communication channels to leave the information isolation and giving them a voice before the institutions to demand their rights and denounce the abuses to which they are subjects of. Our history: In 2014, investigating for a documentary, we made a stop in the mining area of Las Claritas. There we went to a brothel where a bingo was being held. The place was full of miners attentive to the draw, something that surprised us because bingo always seemed an activity for older people ... Until we saw the prize ... depending on the sexual orientation of the miner, the prize was a child or Indigenous girl no older than 10 years old, who waited to meet the owner of their destination inside a hole dug in the floor of the premises. When you see something like this with your own eyes, it is impossible to remain indifferent to the problem. We realized that, in this market of basic instincts, we could do little to diminish the demand (the illegal miners come from many countries and for them the Indians are less than animals), but we could have some possibility of diminishing the offer if we helped the development of indigenous communities. And that's how the Fundacion Nativa was born.

MISSIONThe Fruit Tree Planting Foundation is a nonprofit charity dedicated to planting edible, fruitful trees and plants to benefit the environment and all its inhabitants. Our primary mission is to plant and help others plant a collective total of 18 billion fruit trees across the world (approximately 3 for every person alive) and encourage their growth under organic standards.FTPF provides support, resources, and guidance for those interested in planting fruit trees and spearheads a variety of planting programs. These programs are aimed at enriching the environment, providing nutritious food sources for wild and rescued animals, and improving human health by bringing delicious, fresh, locally grown raw fruits and vegetables of the highest quality into the lives of all people.VISIONWe envision a place where one can have a summer picnic under the shade of a fruit tree, breathe the clean air it generates, and not have to bring anything other than an appetite for the healthy fruits growing overhead. A world where one can take a walk in the park during a lunch break, pick and eat a variety of delicious fruits, plant the seeds so others can eventually do the same and provide an alternative to buying environmentally-destructive, illness-causing, chemically-laden products.Simply put, our goal is to encourage and inspire the planting of 18 billion fruit trees around the world. 18 billion fruit trees can spring out of the soul of one human being — we believe in thinking big, and loving even more

Vision It is our passion to ensure the optimal development of traumatised children in need of care as defined by the Children's Act. Mission To care for, develop, empower and reintegrate these children and where necessary their families through appropriate care models, to enable them to function independently and to contribute to society. Values We communicate our love, faith and hope to the children placed in our care. Therefore we: Act in the best interest of the child Take pride in our organization Have respect for our different cultures Are positive in our attitude towards our work and people Acknowledge and develop human worth and potential Communicate effectively Work as a team Act with integrity at all times (honesty, transparency, consistency)

The University of Valencia, as a public service, is responsible for providing students with the teachings needed for their education, their preparation for professional practice or artistic activities and their obtaining, if appropriate, of the relevant academic qualifications, and for updating the knowledge and skills of its staff and lecturers at all levels of education. The University of Valencia encourages research, both basic and applied, and the scientific and technological development. Likewise, with its own guarantees of rationality and universality, it is an institution that spreads culture within society. The University of Valencia offers, stimulates and hosts intellectual and critical activities in all fields of culture and knowledge. In carrying out these functions, the University of Valencia will bear in mind the harmony of knowledge arising from the development of human thought and aimed at improving people and their coexistence in a plural and democratic society.