Minority rights

The solution makes a difference because Odimegwu Onwumere with his journalism initiative has effected change in the government policies. Migrants are being appointed in the government of Rivers State by the indigenous politicians. There is free education and health care policy on the passage of the bill "Social Contributory Levy" by the State House of Assembly. Albeit, the bill would require parents to pay a certain amount of money to complement what the state government would provide to enable the students that would gain admission into the new model secondary schools enjoy free uniforms, sandals, books and feeding, as against what students used to pay. If the schools charge fees, many poor parents cannot afford to send their wards to the school. There is pressure on the Assembly to consider the importance of the bill to the common citizens and pass it into law. Odimegwu Onwumere is not relenting in seeing that life is bettered for the people living in the urban and rural towns.

Nueva Oportunidad is an innovative project of social re-insertion that breaks the assistance culture to empower an excluded population, the prisoners, to be leaders in their own re-socialization process.
The process has the following stages:
1. Permissions and accreditations: we coordinate permissions and alliances with the Ministry of Justice and Peace.
2. Make the project suitable for the prison institution: we study the prison institution’s conditions to adjust the program to it.
3. Talks and workshops “Wakening up dreamers”: experiential courses for at least 20 people each, about motivation, leadership and values. Their goal is to create an idea incubator and “wake up dreamers”.
4. Reception of proposals of courses’ beneficiaries: we receive business ideas and select at least 20 of them to be incubated.
5. Incubation: we incubate business ideas, to study their viability and feasibility.
6. Link with investors: we connect the inmate, already out of prison, with banks, donors, investors and sponsors to get the first capital injection for his enterprise. This funding can be non-refundable.
7. Monitoring: we support the enterprise in its first managing steps.
All of this stages achieve social impact, breaks a violence circle and gives a solution to an excluded population.

The Nisga'a Nation Speaking Contest will have grade level groups of students present speeches that share their the students thoughts and opinions about fiction and non-fiction books authored by First Nations authors. Students will be judged on a set of criteria by a panel that has received an orientation and will be awarded scholarships in the form of RESP accounts. Students will interact and expand their thinking by responding to 3 questions posed by the panel during their presentation. This contest will highlight the themes of First Nations authors, critical analysis and the "making of meaning" by our students, and be celebrated through a regionally and soon to be nationally distributed First Nations newspaper.

As a consequence of our solution, British Columbians will have a realistic understanding of the immigrant community. All British Columbians can benefit from this knowledge by coming together, which can lead to greater contributions to the province economically and socially. The primary activities involved with our solution are to conduct video interviews in communities across British Columbia and ask the general population what they believe to be true about immigrants. Then after carrying out these video interviews with the general population, we will conduct video interviews with members of the immigrant communities across BC, to ask if these beliefs are true and obtain their responses. Once we have both sets of video interviews done we will post the interviews to our website. We will also contact media across British Columbia about our project and share the results of our video interviews. With both sides of the video interviews complete and the media involvement we can create a discussion across British Columbia which will encourage a better understanding between the general population and immigrant communities. Thus, resulting in a province which comes together economically and socially.

Step by step monitoring of teaching. Evaluation the performance of the students at regular intervals so that they can be motivated. Imparting them training related to improvement in communication skills, Business Skills and Entrepreneurship. Giving them insights of future requirements of business and jobs. Ensuring overall development of personalities of the students.

This initiative will utilize Accion’s Roadmap to Inclusion which distills emerging best practices related to PWD economic empowerment into a pragmatic blueprint for action. The Roadmap categories are: 1) universal design and reasonable accommodation, 2) partnership with disability organizations, 3) human resources policy practices and disability inclusion training, 4) legal framework, 5) technology-enabled inclusion and 6) financial capability.

We will work with Fundación Paraguaya to implement the Roadmap, starting with a current capabilities assessment to determine where Fundación Paraguaya stands today and set goals for each Roadmap category. The assessment tool that is developed and tested will be shared with the microfinance industry.
Based on the findings of the assessment, the project team will develop a customized Disability Action Plan, highlighting and prioritizing inclusion capability gaps and fleshing out the steps that must be taken to address them. The team will also seek to develop two standardized disability inclusion tools to be shared with the global microfinance industry. In phase two of the project, Fundación Paraguaya will begin implementing their Disability Action Plan with the goal of addressing their highest priority inclusion gaps and doubling their clients with disabilities within 24 months.

The VWHC offers primary and secondary health care to our clients, and by use of these services it spreads from our clients through to community to increase health, betterment, and wellness throughout. We know that if our clients are taking care of themselves then they in turn will take care of their family and friends. Programming in place at present includes Nurse Practitioner hours, where our clients have access to 30 minutes with a Nurse to go over health concerns, on average a client will get 5-7 minutes with a GP. We offer Yoga by donation to women of the DTES, to allow for opportunity and access to wellness which is extremely important to personal health. Bi-Monthly we have book discussion groups to keep women engaged. Weekly we have HIV support groups for women to have discussions regarding their needs, concerns and challenges. Lastly we have a resources centre, where we have computers and resources (books, internet, and reports) for the clients to keep up to date, on Doctors in Vancouver, use of word, excel and internet to assist in finding employment.

Starting from only one area, the beginning of the project will also include the socio-anthropological analysis stage of culture, opportunities and disadvantages in the area. A two-persons team along with the organiser, artists and a photographer will visit the targeted area and annotate in every possible way crucial elements for the further development of the project.

The second stage is the Introductory Workshop, designed to create a connection between the two groups of artists and explain in detail the advantages of this social project, for both young designers and artisans. Here, will be displayed the main idea of the project, its further ideal development, the economical structure and practical one. We will also present in an more artistical way the sociological phenomenon that we are trying to diminish

The second part of the project will be compound from practical workshops and the collaboration between groups of designers, scenographs, painters and artisans. In this process, our group will facilitate craftsmen with everything is necesarry and mandatory: salary, workplace, materials,work conditions, etc.

This model provides the deaf women farmers with access to credit lines, market intelligence, buyers and farm inputs by the use of mobile phones. Set up support centers equipped with a pc and a GSM-phone to link up with the central hub which is the main server/database and provides an access center for the storage and retrieval of information. Each support center is managed by an agent who collects and disseminates information, assists in forming groups and arranges buy and sell deals. This model has seen the market chain shortened and reduced money going to the many brokers.

The UNLEARNing Project's™ intense marketing campaign is designed to attract users across the world who regularly use and engage with various social media tools in their daily lives. This will be achieved through: a) a strong presence on diverse social media outlets, b) advertisements in local newspapers and radio stations, c) presenting the project on local public access television stations, d) attending key local and nationwide events, e) networking with colleges and universities, f) publication materials, like postcards, flyers, business cards, pamphlets, etc., g) sponsorship and partnership with relevant political representatives and h) “link swapping” with other key local, national and international organizations, (i.e. LGBT, women’s rights and anti-racist organizations.)

To measure the effectiveness and success of this social justice interactive media tool, an experienced research and development team will extract data using a mixed-methods approach combining quantitative and qualitative data gathering methods to assess the following: The quantitative data analysis will extract: a) the total number of visits or hits to the site daily, b) the size and number of followers through Facebook, Twitter, and other social media pages; the number of site users/followers that “like” the project’s Facebook page will also be highlighted, c) the frequency of interaction between site visitors, while the qualitative data analysis will measure the resulting “action” that follows (i.e. participation in social action groups, launching a community or advocacy.)

We encourage customers to give us feedback on the purchases they make, which we then in turn show to the tailors. We're trying to close the gap bewteen the tailor and the consumer by publishing tailor bio's etc on our site. We are also planning to have video tours of our workshop and show the customers exactly how the garments are made. We want to make the whole process as transparent as possible, so the customer feels connected to our Himalayan Tailoring Centre in a personal way and not only develops more customer loyalty but also spreads the word about Fair Trade and our company. We regularily publish workshop photos and images etc on our Facebook page giving the public further access to our activities here in Dharamsala.

Our programing consists of a combination of residential and online programs to support change agents. We designed five residential workshops focused on critical needs of change agents including:

• Building Personal Mastery
• Building Strong & Respectful Relationships
• Building Conscious Use of Power
• Building Common Ground and Capacity for Social Change
• Building Sustainability

• Inner Essential cCourse
The cost of the residential programs are out of reach for many change agents, so we also developed the Inner Essential eCourse delivered at a modest cost to anyone who identifies themselves as a change agent. It was designed by highly experienced personal development curriculum leaders with the intention that any change agent could benefit from our concepts in the comfort of their own home. It is a self paced 52 week program that delivers a "mission" each week on a specific topic of relevance to change work.

What are people saying about our programs? "All activists could benefit from an opportunity to shine light into their personal “dark spots” and gain both insights and tools to build genuinely sustainable activist practices." - Deblekha Guin, Executive Director, Access to Media Education Society

"The Inner Activist program builds an environment where you learn practical tools as well as deepen your own emotional understanding of the world you want to live in and see being made possible for everyone around you. It challenges you to be and do better starting by looking at yourself." - Hawa Mire, Executive Director, Leave Out Violence

International Peace Education Programs will provide free peace-based educational programming. We will support groups engaged in a critical pedagogy through community-based education with: curriculum development, financial resources, capacity building, and training in Peace Education.The first programs will begin in 2012 in East Africa. Peace Clubs will provide a safe, fun and engaging environment that will introduce children and teens to culturally relevant text, promote critical thinking skills, offer opportunities to engage in health and wellness activities, highlight community peace builders and give participants an opportunity to become Change Makers in their communities. Over the next 12 months we hope to support similar programming in South East Asia, Canada and Central America.

Our Global Community Program will connect a support network of peace educators and students. Through letters, emails, photos, videos and social media each program within the Mmeka network will be able to communicate with participants in other parts of the globe to share and discuss their peace-building solutions and experiences. In addition Peace Educators will be able to share resources.

Lastly Community Development Projects will provide a sustainable income to community members, and promote cross-cultural understanding . Please read more about this program in number four of the sustainability section.

Jared, a 15 year old African-American boy sits down to play the game. His character's name is Kronk and is a member of the Bovil group. He lives in a Bovil neighborhood, has had mostly bovil friends and colleagues. Kronk is a cop. Kronk wakes up and has the option to read the paper at breakfast. He chooses yes, and reads stories about break-ins committed by some Zoinks in a nearby town. He puts the paper down and gets in his car. He decides to turn on the radio and changes it to the news station. There is another report of a Zoinks committing a wave of robberies in the next state. He changes to a popular music station and hear's some famous Zoink rappers. He changes back to news. He is at work. He has been assigned neighborhood patrol. He and his partner drive through the neighborhood. He can choose to stop to talk to a Bovil neighbor. He does. He continues through the neighborhood. His partner calls to his attention a group of Zoinks walking together. He turns to Kronk and gives him the option of questioning them or just driving past. Kronk decides to stop them.

After playing that round, Jared can be probed either discussion style in class or in the game, if Jared's decision to stop the Kronks was racist. Was it profiling? Was it stereotyping? Or was it responsible action.

Each module allows for the character to make the small decisions we make daily. At crucial ones, (such as the moment the player must decide whether to stop the Zoinks) they are forced to reflect on the motivation that lead to the action in the game and in real life.