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Financial barriers are one of the main factors allowing youth to participate in organized sport. Furthermore, youth in Surrey face many challenges and barriers to their personal development which puts them at risk for drugs, gangs, and other dangers. Elevate will specifically target Surrey youth and begin with just a basketball component. We will accept athletes of any level and no athletes will be turned away unless there is no more space available. Athletes will be divided into age groups to practice and regular intra-squad games will take place to practice game scenarios. Volunteer coaches will run practices with these youth to develop athletic skill and include character development as part of each practice. Elevate will not be free- a low cost of $15-$30 will be charged to help ensure athlete commitment. This is extremely low in comparison to the $1000+ charged for elite clubs. Elevate will work with the competitive teams to develop higher level skills. Financial barriers are often the reason many gifted youth cannot join elite clubs. Elevate hopes to eventually be able to provide "scholarships" for these gifted youth to join these elite level clubs. Elevate's seeks to provide a safe place for Surrey youth to escape the risk factors often facing these youth. It will also allow them to participate in organized sport without having to bear the expensive cost that many families cannot afford. Special drop-in coaches will be an important part of establishing examples and providing role models for the youth and will include local college and university team players.

The model is based on a "Young Arts Market(YAM)" that was open for over a year, but was shut down due to the building not being up to to code. No other buildings were able to meet the need (at the time). Youth have 1 block a day at the local schools for a course, and for students registered with us we would be taking that time to sit down with representatives and learn the hands-on dynamics of running the centre. The first class will take on the roles of lead developers, upper managers, daily managers, PR, community liasons, and operatives. Rotating monthly, of course.

This class will be taking time out of their day to run the centre, with a safety net of volunteers to help them and educate them. The YAM was a fantastic success story for the power of youth-run programs.

Secondly, some of the best education comes from apprenticeships, and that's the main collaboration we're looking for. We're looking to bring the youth "field-trip style" to the centre to learn from our older demographic.

Examples we've seen come through the community organically are painting and pottery from retired artists, writing and editing from the head of the local paper, the basics of small-scale engineering from retired civic engineers, cooking and baking from retired chefs and homemakers. Our community is rich with retired PhD's of all sorts, including lawyers, accountants, and physicists.

The building itself will be looking at income from events run by third parties, and the rental of the building itself. All of this will be approved and maintained by our business class.

We can probably all agree that life is busy. And for the typical single-parent, who has little or no support from extended family, their workload is doubled.

Like all human beings, single-parents also have a need for relationship, connection and a sense of belonging. However, because much of our time is centered on meeting the needs of our children, maintaining our home and paying the bills, spare time is a very rare commodity. It is an ongoing challenge to find the time, much less the emotional energy, to seek outside resources and support. Attending a support group or evening workshop, much less getting out with a friend or going on a date, is near impossible.
Our model is simple; to provide relevant and applicable resources and support to these families, in the comfort of their own home. In essence, the Green Almond Club exists to provide:
1. Monthly newsletters that include relevant information, tips and ideas for day to day living.
2. Access to professional resources, such as a rich library of blogs, articles, videos and e-books.
3. Excellent quality web-based webinars and workshops that parents’ can access 24/7, when it is convenient for them.
4. Individual and group coaching sessions specifically tailored to address the unique challenges faced by these families.
5. A variety of local recreational activities and that meet members’ needs for community and relationship with other like-minded families.

By directly mentoring these youth, we empower them with entrepreneurial knowledge that will lead them to success for a lifetime.

1) The financial aspect will educate the youth on budgets and accounting, which can be applied to their own personal/ family finances.

2) The marketing and sales aspect will educate the youth on how to "sell", which can be applied to fund-raising aspects, or themselves for employment.

3) The operations aspect will educate the youth on the best practices of operating a business, which is essential for start-ups.

4) The social responsibility aspect will educate the youth on being socially responsible, which creates a more social and ethical community.

These skills will allow the youth be successful no matter where they go in the world, as mentioned in the preceding question, entrepreneurship is an international language! The youth that go through our program will be able to create a start-up anywhere in the world with this knowledge. Of course, further education will be required but providing them with the basics gives them the: ambition, admiration, and desire to be successful.

We want to ensure that everyone: upper-, middle-, and especially the the lower-class youth at-least, have the opportunity to be successful. That opportunity starts with our program.

The Craigflower Canoe Project will help improve student engagement in learning and self-esteem through a graduated paddling program. Students will learn to paddle in dragon boats and progress to voyageur canoes. Every month of the program, the Craigflower Canoe project will invite First Nations elders to visit the school to connect students’ paddling experiences to cultural teachings of their traditional territories. Teachers will link paddling experiences and elder visits to language arts, science and social studies lessons, which will increase student engagement and possibly academic achievement. In addition, the Craigflower Canoe project aims to have First Nations Esquimalt High School students to act as paddling mentors to further engage Craigflower students. Since students will paddle weekly for most of the school year, they will have a chance to develop paddling skills, which will help increase their self-esteem. As previously mentioned, a weekly canoe program will also enhance students' mental and physical health.

A small gaming company was struggling to develop its business and found itself in a situation where they could not move forward nor get established in this competitive market. We studied their case and provided the company with the following solutions:
>Business Planning: we developed an in-depth business plan, remodeling the business, devising strategies and creating a functional structure, upon which the company would be able to continuously develop and grow.
>Marketing Plan: we created a comprehensive marketing plan that included market research and low cost marketing campaigns that were extremely effective in the local market.
>Company Restructuring: the strategic plan that was created detected a need to restructure the company, which we did by hiring new talents, revising the company's business model and policies, establishing new partnerships, and creating tools, processes, procedures, workflows and new methodologies in order for the company to maintain the new structure without the need for external assistance.
>Fundraising: we presented the company's business plan to potential investors, in order to obtain an investment of BRL 1.5 million.

It has made amazing changes in the lives of children and young people. In a place where leadership training is quite unheard of, the project leaders have shown incredible inner strength, they convinced their parents that the formal education received is not going to establish them as social leaders and achieve their aspirations. They have proven that leadership is a decision, which is not reserved for a handful with birthrights, and intervened in many activities for a social cause in the society and in their own respective educational institutions. After realizing their true potential school children and youth became trainers with our `Train the Trainer` program and has joined the training team of Leadership Village. From a mediocre existence they raised themselves to be action leaders, interacting and working with even international resource persons. The project organised more than 500 training sessions .The main activities of the project include:
• Language, communication and leadership training
• Organise seminars and workshops for environment protection and food security.
• Painting, public speaking, essay completions based on social issues.
• Children`s theatre activities to spread awareness on social issues.
• Promote art, literature and culture
• Awareness programs for villagers.
• Promote tribal education
• Research on education
• Presenting research papers
• Leadership and village libraries.

After creating an open invitation to self advocates (people with intellectual disabilities), about fifty persons would come together in a room and be facilitated to "map" their communities in terms of where they are made to feel welcome and where they are able to share their gifts. Two co-facilitators, one a person with a disability themselves, would lead discussions about places and people in the community who have been welcoming and who have benefited by their presence. A graphic facilitator would then draw these "stories" as they emerge and in the last part of the day, a map of the community would be made which would incorporate and celebrate the places, people and methods (what they do there) of how people are already included, welcomed and valued. The documents from the day would be gathered on a website and shared around the province, and contributors, as well as local organizations and schools, would each receive a copy of the "map" that they were part of making.

We envision an iterative model that features multiple local community conversations that feed into regional conversations. The regional conversations will ultimately feed into provincial ones, national ones and, potentially, international conversations. This grant would provide us with the opportunity to experiment with the first two stages. Specifically, it is our intention to conduct three localized community conversations on Vancouver Island and have representatives from those events attend a regional summit. The summit will produce goals and action plans for the representatives to take back to their communities for implementation.

The local conversations will be attended by long-time community leaders, emerging community leaders and the general populace. Representatives from these local conversations will speak and act on behalf of the their communities at the regional summit. They will be guided through a process that asks them to discover the best of their past methods of community organizing and combine that with their vision of the future. From that vision, participants in the community conversations and the summits will craft goals and action plans that can be used at the local and regional levels.

The media room provides access to media arts accessibility. We teach music, art, audio recording, filmmaking, computer literacy, digital media skills and teamwork.

1. www.anotherslice.ca chronicles the program’s development.
Another Slice is an outlet for street entrenched youth to share their art, thoughts and feelings with their peers as well as others. Another Slice is conceived, facilitated and developed out of Directions Youth Services. The purpose of this "zine" is to provide street youth with a venue for self expression and freedom of thought. Another Slice is dedicated to all young people coping with survival on the streets and trying to make changes in their lives.

2. www.inourshoes.ca was launched Sept 28, 2009; the website’s sole responsibility is to educate the public about the ongoing challenges that homeless youth face living on the street.

3. Another Slice University is a series of short episodic films about street life. Each film is written and produced by youth and distributed on iTunes University - connecting us with universities around the world, and enabling us to reach anyone who uses iTunes. Another Slice University provides an educational resource that seeks to end intolerance and prejudice towards homeless youth.

Through this program and access to creative tools, we provide an opportunity for social inclusion and creative expression where it might not have existed before. It builds relationships with the community, skills and knowledge that lead to greater stability, health, educational opportunities and employment.

Our training of girls that have dropped out of school gives these girls a chance at a better life as they are equipped with ICT and entrepreneurship skills, after the course they can go out and find tech related jobs or create jobs for them selves. this has given girls that had no hope for a better future a chance to think and believe that they can do something for themselves, during the training we tackle issues that they face like lack of self esteem, thinking they are below others, and encourage them that they are as good as those that have had a proper education and can even do better. this way they are encouraged to think for themselves and want better living conditions, taking them away from thinking the only way to find money is prostitution or finding a man to marry them(later domestic violence)or deaths due to abuse. we change their thinking through these trainings, give them hope and a longing to do better for themselves. we host hackathons to encourage them to be creative by giving specific themes to think around so that they can create their own start ups which will even help their communities.

Our peer mentoring program is grounded in and restorative and social justice principles by enhancing women’s reintegration efforts through supportive relationships and encouraging community dialogue, collaboration and capacity-building. The Unlocking the Gates to Health project coordinator will work with the community reintegration people inside the prisons to connect with women inside prison during pre-release planning, and to offer peer support and engagement during the immediate transition days following release from prison.Clients will complete an intake form with the community reintegration person in an effort to highlight the basic needs that will be addressed within the first 72 hours of the woman prison leaver and her mentor. This support and outreach aims to assist transitioning women in accessing the health and social services they need to increase their chances of a successful reintegration. Examples of this support might include: meeting women at the prison gate, accompanying them to the welfare office or AA meetings, assisting them in acquiring safe housing, clothing or a family doctor, etc. Mentors will be provided with training and will be reimbursed for expenses per mentorship.Participants in the peer mentoring program tell us that they feel safe, heard and understood when they are being supported by one of their peers. Peer mentors state that they feel inspired and feel as though they are doing something to give back to their communities.

She-Programmes will provide a mixture of:
• Structured training modules
• Presentations by women working in technology, especially founders of technology companies, managers, developers
• Show & Tell Sessions: Presentations by women developers of technology projects (on-going or launched). These sessions will provide a forum for feedback on the products or services.
Membership of this group does not require participating in all training modules and presentations. Rather, this group could operate on a flexible basis, where women can select and participate in those components that best suit needs. These could be some training technical and/or business modules, some career presentations. Some women might only participate in the Show & Tell sessions, presenting and getting feedback on a project they are working on.
Frequency: This is to be determined and would depend on the component, e.g. the training modules might consist of 3-4 sessions a week, while there might be 1 or 2 career presentations monthly.
Similarly, the length of the individual training modules would vary, however since this Group is not meant to replicate a training school, the emphasis would be on shorter and practical learning, with useful feedback.

Primary activities include:
- Year-round extracurricular framework and peer cohort
- Annual panel bringing real professional women into schools to discuss their history and answer questions
- Annual field trips to local technology companies like Microsoft to get new tech demos
- Opportunities for hands-on learning via workshops co-facilitated with our programming partners
- Optional mentoring, job shadowing, and application support
- Social media channels providing a steady stream of inspiring news, discussion and advice
- Support in attending relevant events like the GLITTER conference or college fairs
- Educator sponsorship and class selection guidance

The beauty of the IGNITE program is its simplicity. At the heart of the program is a thriving partnership with professional women (and sometimes men) working in STEM careers, who volunteer their time and experiences in order to reach out to girls about the opportunities in front of them. Every IGNITE academic year begins with in-school presentations, where a small panel of these professionals visit, telling their stories and engaging in discussion with the girls in attendance. It’s this personal connection with real female role models that inspires the girls to explore options they hadn’t seen before.

IGNITE’s success isn’t limited to the Seattle area. Cathi developed our curriculum and a chapter model enabling other schools to implement the program and benefit from the best practices developed in the Seattle School District. This model has been called out as a best practice by the State Department.

This solution makes a difference because it utilizes a proactive educational approach to reach teenage women and adult women who utilize social networking websites to communicate with others. Our primary activities will include a monthly workshop series for adult women and yearly conference for teenage women.

Through these primary activities, we will reach women of every age and educational background in Texas. In addition, we will strive to recruit women of different ethnicities and races in Texas.