......Title................................Short.............................Project Description

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The family guinea pig projects were visited by institutions, producers, university students, NGOs, etc. to learn about the experiences of these family businesses. Many of these successful farms are now used by the ICA staff to share their successful methods of production with people from all over Peru who study in the ICA Formation Center in Azpitia. Facilitating organized participation and consensus 40 communities were involved with ample local leadership Families were committed to participate in their own development through Community Forums Organization and promotion of the Association of Producers of Small Animals (ACAM) in the Lunahuana area Collaboration of local authorities, community leaders, adults and youth in many projects to improve the irrigation infrastructure Facilitating the interchange of learnings and experiences Expansion of the productive capacity of local producers through the active interchange of learnings between local farms Families adopting the production methods they observed in numerous visits to universities, institutes and other demonstration farms The organizing and execution of 3 regional interchange events plus a national convention of the production chain of small animals with over 400 participants in Lunahuana with the support of ICA-Per__

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GHDP is located in the Ghoramara Shelter Project area, which is home to approximately 230 families s or 1,500 people s who have been displaced and lost their land due to flooding. ICA Bangladesh is assessing the needs of the local community in order to plan visioning and action workshops. It has established school facilities, supplies, and teachers for 30 children who previously had no access to primary education, provided food and material aid, and made the access to safe drinking water possible. Initiated an integrated community development program in Chandpur District. ICA Bangladeshs community programs are mostly implemented in the village of Ghoramara Asrayan Prokalpa in Chandpur District, which is home to approximately 230 families, or 1500 people, who have been displaced and lost their land due to flooding and riverbank erosion. The ICA Ghoramara Human Development Program includes the following components in 2004-2006: Needs Assessment and Planning; Primary Education; Water and Sanitation; Food and Material Aid. In February 2008, Dhaka ICA Ghoramara introduced Dressmaking Training and Income Generation Project with 4 sewing machine for 18 disadvantaged women; Rickshaw for Employment Generation Project with 2 rickshaws and Water and Sanitation Project with two new tube-wells installed and old 8 repaired with partial support under the Working Gifts Program. Education for the Underprivileged Children Project Main aim is to provide the underprivileged children access to education, non-formal education is being provided and primary education is demanded for introduction, education materials and services are offered at free of cost, 45 children are currently enrolled. Provided school facilities, supplies, and teachers for children, who previously had no access to primary education Classes in Bangla, English, and Math, as well as sports and cultural events Constructed a school building Initiated primary schooling Dressmaking training and income generation for disadvantaged women project Women income generation activities through provision of dressmaking skills training and sewing machines. Village women and children support team is organized in the village and women are motivated and provided entrepreneurship capacity for based on their needs. Supply of safe water and sanitation facilities and environmental conservation project Safe water supply by installing new and repairing old tube-wells Due to repaired old tube wells and installed new wells, the village now has access to safe drinking water and related health problems have declined Rickshaw for the unemployed Project Employment generation for the unemployed through rickshaw Community mobilization Community awareness on HIV/AIDS and social mobilization (consciousness raising about health, disability, sanitation, cooperative, birth registration, organic farming, nationality, education, children rights, women rights) Special needs support project Special needs support through scholarship, aid and disaster relief (medical treatment, wedding of a girl or emergency, flood or cyclone relief aid) Distributed food and clothing to the villages neediest families, during Eid festivals. Community leadership development project Community leadership development through training and facilitated meetings, strategic and action planning and Self-help community groups (one for rickshaw and one for dressmaking) Needs Assessment and Planning Community-driven needs assessment and planning continued with visioning and action workshops s part of a process that has been ongoing since 2004 -Bangladesh

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Within the project Support to micro-forums of citizens returnees, financed by European Commission, BOSPO donated greenhouse to the agricultural association Obnova from Lukavac which members are minority returnee population in this area. The size of greenhouse is 100 square meters and it will be used by all members of the agricultural association. The purpose of this action is to support development of greenhouse production in this area, which would lead to support of the sustainable return of people in this area. Beside the production of different agricultural products, greenhouse will be used in educational purposes for younger members of the association and the local community, which will help to develop this agricultural branch. As it is well-known, the production of agricultural products made on 100 square meters of the greenhouse is equal to the production made on 1000 square meters in the field. This kind of the agricultural production (in greenhouse) might attract younger generation to start producing agricultural products.

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Health and Sanitation 1. Health checkup camps organized quarterly ( 4times in yr) 2oo patients per camp. 2. For drinking water Well expanded at Dhangarwadi. 3. Eye checkup camp conducted in Kemsewadi s 100 patients examined 35 glasses distributed. 4. Health Awareness camp taken in new project area- Kendur Village & Shirur Taluka. 5. Govt sanctioned drinking water scheme at Katarkhadak & Khomboli- 10% amount and implementation. Health Awareness Camps:- Every year one-day Cancer and health check up camp is arranged with the help of Cancer Patient Aids Association. Over 200 patients are examined during each camp. People requiring further treatment was referred to reputed hospitals in Pune. Similar Health and Environment Awareness camp was arranged during the occasion of local religious festival of Khamboli village where hundreds of people gather from other villages also. Eye checkup camp was also organized and 100 patients were examined and 35 glasses were distributed. Also operations done in this camp. Also we have organized Health Awareness camp in the new project area Kendur Village and Shirur Talika. The people were present for the camp and had benefited through the things they listen about healthy life and healthy habits.

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Halton Youth Service commissioned ICA:UK in 2008 to work with a group of young people to train them in peer research and to support them to undertake an enquiry into sexual health services in Halton. The rationale for the work is to see how the current sexual health provisions for young people can be improved in order to help achieve the local targets for reducing teenage pregnancy and STI transmission. There was a team of four young people who worked on the project. The team had three young men in it and one young woman. All the young people currently attend school or college. The team carried out the project in the following stages: Training in peer research Designing the most appropriate methods of research to use Devising an online questionnaire and e-dissemination of the questionnaire Preparing and delivering a consultation focus group session to evaluate sexual health publicity Designing a set of audit questions to use for mystery shopper visits and creating appropriate characters for the visits Carrying out mystery shopper visits to local sexual health providers Evaluating and documenting the work Drawing up a list of recommendations for how local services can improve their service to young people

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The Profound Journey Dialog(PJD) is about the deep journey of our lives. Utilizing universal, inclusive language and offering empowering images, the PJD offers tools for persons to care for themselves as they care for the world - from the local to the entire Earth community.
The PJD is an interactive event, building on four master journey images. Consisting of brief presentations, large and small group dialog, meal conversations, time for personal reflection, short contextual readings, and secular-spiritual rituals, the four sessions can be exhilarating, intense, transforming and celebrative.
The Profound Journey Dialog reiterates the underpinnings of the various methods of courses of the Institute of Cultural Affairs. These methods are used in groups all over the globe.
The Profound Journey Dialog is a recasting of the foundational understandings of the Institute of Cultural Affairs that have motivated thousands to volunteer in efforts around the world, helping to transform lives and communities for over 40 years.

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The Learning Basket parenting series is a series of two-hour sessions for parents of infants and toddlers that emphasize nurturing the learning potential of both children and adults.  The Learning Basket materials were developed by the Institute of Cultural Affairs in collaboration with Proliteracy Worldwide.  The materials include a literacy manual, Parents are Teachers; the Play to Learn activity book which includes over 100 developmentally appropriate parent and child activities; and a hand-woven basket containing 18 objects, which complement the activities in the Play to Learn book.
Each interactive session is designed to draw forth the involvement and encourage the leadership of the participating parents.  The sessions are designed around the understanding that functional literacy involves developing competence in the use of the foundational skills of reading, writing, and voicing ideas and opinions.  In addition to these foundational skills the model emphasizes developing confidence in one’s own cultural values and practices; the capacity to do critical thinking and problem solving; and the ability to take on responsibility to put ideas into action.  Sessions are guided by Learning Basket parent session guides who employ an interactive teaching strategy based on the learning philosophy of Paulo Freire, Malcolm Knowles and Carl Rogers (1961); and drawing from the research of Taylor, Marienau, and Fidler (2000),  Belenky, Bond, and Weinstock(1997) Packard (2003), and others.
The sessions are designed around the theme of parenting and child development.  In each session, participants engage in and lead conversations on themes in the Parents are Teachers literacy manual.  In addition, session guides present key information about the effect of play on the development of the learning capacity of young children.  Parents and guides also demonstrate play activities using the Play to Learn activity book; and each session includes play time with the children.  Parents earn the objects in the Learning Basket through their attendance at each session.

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Results of Interventions
An evaluation report conducted in March 2009 indicated that:
People in the community have changed behaviors, perceptions, attitudes and beliefs and are living more responsibly.
Stigmatization for people living with HIV (PLWHA) has been significantly reduced. People know their status and have begun to take control of their lives rather than just surviving. Those in the Positive Self-Management groups have tools to be in control of their condition. 700 people in Mwala District receive ART and need Positive Self management Training.
District health office has increased village interaction, including mobile testing campaigns.
There is mandatory testing and education about mother to child transmission for
pregnant women in clinics. ICAK HIV/AIDS prevention education also creates
awareness.
Methods and Tools
Baseline information about HIV and AIDS in community provides information to
design the program.
Prevention curriculum was reviewed and revised in 2007 and Positive Self-
Management training manual was reviewed and revised in 2010 to be relevant and focused on the community.
Staff was trained in curriculum: ICAK has three trained personnel and two community resource persons able to deliver prevention education and Positive Self-Management trainings.
Neighborhood community groups of 15 – 20 are trained, monitored and evaluated. The director received train-the-trainer training in PSMP from Stanford
Relationship with Health System
The relationship between ICAK and the Mwala District Health Services has been good and prevents duplication of efforts. ICAK is a member of Mwala District Health Stakeholders Forum. Ministry of Health staff conducts mobile volunteer counseling and testing (VCT) in the communities with the assistance of ICAK staff and community resource people. ICAK works in ministry satellites where people living with HIV and AIDS receive ART and VCT to conduct PSMP training with PLWHA.
Lessons Learned:
Community involvement in HIV/AIDS trainings is very important.
Do needs assessment and baseline studies to guide community knowledge and behavior
Community resource persons are key to sustainable projects.
Empowered people living with HIV/AIDS are the best ambassadors to train others
living with HIV.
VCT facility and/or testing should be provided in the community so everyone knows their status.
Partnership and collaboration is important for any development organization that will make an impact in development work.

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In 2002 ICA Zimbabwe launched the HIV/AIDS program focusing on prevention in Mufakose District, a peri- urban area outside Harare, with 4000 families directly involved, resulting in extended impact to 40,000 people. The HIV rate was 24%. In 2003 Rotary International became a partner. In 2007 a needs assessment in five communities – Mufakose, Kambuzma, Budiriro, Rugare and Crowborough North – resulted in a three-year program launched in 2009 called Hunger, Humanity, and Health (3H) which focuses on business development, savings, youth training, HIV/AIDS awareness training and Living Well. The program evolved based on the needs identified in the communities. During that time, 50 small and medium enterprises have been launched resulting in income for welfare and education. More people go for HIV testing, resulting in increased HIV/AIDS knowledge. In 2007 alone, 700 disclosed their HIV status. The prevalence rate has dropped from 24% to 16% 
Women’s microcredit programSelf Help Approach
Living Well Program
Youth as Facilitative Leaders
Prevention – included as part of every project

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To change this and improve ownership and commitment to the project, we decided to do  an Appreciative Inquiry (AI) workshop. About a quarter of the professors, numbering 150 and aged between 30 and 60, were invited to the event entitled “Inspiring the Spirit of Mongolian National University of Medical Sciences”. The topics were strengthening the educational system, setting up a research university and promoting a positive culture. We designed an appreciative interview guide, asked the professors to interview each other and published their findings in “The Book”.
The three-day workshop was held at a hotel in Ulaanbaatar in June. It used the 4-D cycle of AI: discovery, dream, design, and destiny.First, participants reviewed “The Book” in 15 groups. Each group found positive cores (hidden, under-utilised strengths and assets) from the book and illustrated them by drawing “positive core maps”. Some of the images that appeared in the map reflected Mongolian culture: the Sun, a Ger (traditional Mongolian house), Snow man, Eagle.
For the dream phase, each group envisioned what things would look like five years later. To portray the change, they created a news brief, a skit, a dance and a song. They then put on a performance for the rest of the participants. You could see they really enjoyed “acting as if dreams came true”.
They had difficulty in the third phase – creating design principles (principles on how to innovate the system, relationship, communication pattern etc.). We gave them copies of two of ICA’s analytical charts – the Map of Organizational Journey and the Social Process Triangle, which seemed to help. It was the first time we had done this in the design phase of AI workshop, but it worked very well.
For the fourth and last destiny phase, participants voluntarily reorganised themselves into other group formations and made plans for action.
This three-year project has just begun. However, thanks to the ICA technology and the AI approach, we have built a positive culture and set up ownership and commitment of the members of partner institution. It’s now really a Mongolian Project, not a Korean Project.

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