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Giving Thanks (on Thanksgiving) for Fellow Dreamers

I have a fairly expansive belief policy. My kids will tell you that I believe in anything that is good. Santa Claus and Guardian Angels, yes…. evil monsters and zombies, definitely no. This may seem like a joke, but I assure you that my policy is well thought out and quite sound. It draws on the principles of infinite diversity and the knowledge that virtually anything is possible when we work toward the greater good.

From an implementation standpoint, my policy is highly robust and transferable within most contexts and settings. It allows me to scan for the positive, picking and choosing perspectives and insights, remaining open and determined to find something of value. From an impact standpoint, it serves many functions. By espousing such a policy, people always know where I stand, especially my children who I am most interested in influencing. My policy also affords a certain protective functionality- preventing me from getting bogged down in the endless negativity and defeatism that threaten us at every turn.

To be clear, I want to be known as a dreamer, an optimist, someone who believes in infinite possibilities and potential. And so, I let my curiosity and openness guide me, feeling my way forward toward new adventures, relationships, and the magic they afford. In some respects, my policy has high discriminative validity. If it resonates strongly with the policies of others, I can usually tell right away. There is a certain synergy that ignites, catalyzing collaboration, innovation, and excitement that is too apparent to be ignored. But interestingly, it does not have the opposite repelling effect on those with more cynical tendencies. Although I have been known to madden my staunchest and most empirically-minded colleagues with my openness to the worlds of the unknown, they seem- at the same time- to be drawn to my sense of wonderment, even if they are loathe to admit it.

Let’s face it, the opposite of openness is not very inviting, even for those who are trapped within. The Land of the Cynics, Skeptics, and even Realists can feel dark, desolate, and shrouded in fear. And clearly, it’s growing more crowded by the minute. Conversely, the Land of the Dreamers is infinitely inclusive and open with endless room to stretch and explore the landscapes that continually change and re-imagine themselves.

I concede that my approach- and associated policy- may seem unconventional, but since first writing this post (in September, 2014) I have connected with a growing number of Dreamers who share my faith in the promise of possibility. I have met them in rural Tanzania, working to empower women and communities through agriculture, community development and education, and recently on the Mona Campus of Jamaica, striving to strengthen their capacity for research and public health, investing in the promise of collaboration and engagement. And when I travel to Ghana this January, I have a feeling I will meet many more, for suddenly, Dreamers seem to be everywhere I am going. For this, I am truly grateful- and terribly excited.

Happy Thanksgiving Everyone!

(Adapted from original post, September, 2014)

Kitenga Update- Truly Remarkable

Although I have returned to Kitenga many times since my original trip in 2009, my visit this past week (July 2016) felt qualitatively different. Even as the various buildings have taken shape over the years, the idea of a comprehensive and vibrant campus for girls has felt largely conceptual and entirely aspirational. Perhaps it was the expansiveness of the vista, the absence of children’s voices, or the lack of infrastructure or tarmac roads. Perhaps the Sisters’ vision was simply too bold or audacious for my mind’s eye to fully construct or comprehend.

And yet, there it was in undeniable form. As I stood with my UB colleagues, beholding the remarkable progress since my last visit, I was filled with a sense of awe and gratitude. Not only were the buildings real and tangible, but they were aesthetically beautiful and sound. As I walked through the courtyard of the dormitory, I could feel the presence of the girls and young women to come. And reflected in the gleaming windows of the new science building, was the promise of innovation and achievement, empowerment and hope.

The transformation was truly remarkable and I am humbled by the power of your generosity. With the collective support of the GEC community, the Kitenga campus is poised for success and impact. The school will become a model for the promise of education and all that is possible when we invest in girls, their families, and communities.

Congratulations GEC- truly remarkable!

-Mara

Taken from the GEC website  http://www.girlsedcollaborative.org/kitenga-update-truly-remarkable/

 

 

 

Return to Tanzania

Tanzania_July_2009_333

In six short months Dan Nyaronga and I will return to the Mara Region of Tanzania with a group of students for a UB study abroad course. As we immerse ourselves in planning for the trip we cannot help but reflect on its specialness and the remarkable milestones that we will be celebrating.

We just received word that the Kitenga school campus will open this January with plans to begin enrolling soon (see GEC website for updates http://girlsedcollaborative.org/). When I first met Sisters Janepha and Agnes on Christmas Day 2007 they shared their vision for a school that in its full realization would serve over a thousand girls from surrounding villages, providing them with opportunities to develop their talents and empower their lives. While compelling, their plan was purely conceptual, a mere white paper articulating their vision within a sea of need. But thanks to the Immaculate Heart Sisters of Africa and their partners, including the Girls Education Collaborative (GEC), their vision will soon be realized for the benefit of thousands of girls, families, and communities to come.

In visiting Kitenga and other locations throughout the Mara Region, students will gain much more than photos and memories. Clearly, this part of the world is worth visiting in its own right- the famed Serengeti Game Preserve, the beauty of the Lake Region, and above all the kindness and hospitality of the Tanzanian people. But most importantly students will be immersed in the promise and complexity of community development, exploring the importance of education and reflecting on their own future impacts associated with their studies and goals.

This notion of impacts is becoming increasingly important to me as I consider the challenges facing our communities both locally and around the world. Every day, I am reminded that we have so much to offer through our collective talents and resources. For this reason I am especially excited to announce that our book, “Finding Your Impact through International Travel: Stories from the Buffalo Tanzania Education Project” will be released in early fall with sales to support scholarships for girls to attend Kitenga and other schools within the Mara Region. The book tells the story of how we first met the Sisters and started our collaboration known as the Buffalo Tanzania Education Project (BTEP), while also sharing context, student reflections, and stories of the many people who have touched and been touched by this exciting project.

We can’t wait to share the book with all of you in hopes that you will in turn share it with your networks, colleagues, and students. At the core of the book and the project is the notion that by coming together we can amplify and leverage our individual talents and resources to do great things for the world. This idea continues to inspire me as I work with talented students and individuals from diverse backgrounds and communities.

To register for the study abroad course please visit http://www.buffalo.edu/studyabroad.html. More information about the trip will be available in the coming weeks.

but our children can’t read

drowning-hands

As I sat listening to a Buffalo teacher talk about the realities facing her students, I felt a growing pit in my stomach that has seemed to have taken up permanent residence.

She was talking about the refugee children who make up a large percentage of her school’s population. She explained that over 40% of the students don’t speak English, and that another quarter have tested out of language services despite debilitating limitations in vocabulary, due to their parents not speaking English at home.

She talked about the circumstances from which the children come- war, famine, genocide; from the Congo, Nepal, villages and countries that most of us can only imagine. She remarked of the children’s strength and determination, a sort of self-selection that accompanies those who make it, enduring unspeakable hardship all for hope of opportunity. And she spoke of their talents and dreams, each as unique as their individual stories.

Yet in a school system focused solely on state standards, these kids are liabilities. Their extracurricular activities are stripped, no more outdoor time, no arts and culture, just more and more curriculum. Not surprisingly, most do poorly on the tests. And once the school is invariably labeled as failing, resources are taken away, and punitive measures put into place; anger and judgment rather than the support and celebration they deserve.

As I listened to my friend speak my heart grew heavy, but not because I was unaware of the situation. Just a few years ago I led the University’s partnership with the Buffalo Schools, working to leverage resources and opportunities for the most challenged. At that time, we and other local institutions were clamoring to be at the table, responding to a call by the new superintendent, Dr. James Williams.

But what began as collegial collaboration quickly gave way to suspicion on both sides.  And with a foot in each world- paid by both the Board of Education and the State University- and a background in mediation, I certainly understood the mutual trepidation.

From the vantage point of the schools, many partners appeared predatory. The Superintendent would point out that nonprofits sustain themselves on grants and contracts with the schools, that poverty itself feeds the very organizations that position themselves as its savior. At an address to the largest teacher education program in the area, he remarked, “I know you all have excellent programs, but my children can’t read…” suggesting a certain degree of culpability on the part of higher education. He went on to describe a drowning child who is reaching for help, but the weight of so many hands trying to lift them up inadvertently sinking them deeper.

But from the outside perspective it has become virtually impossible to find a viable place at the table, especially one that is befitting our own needs for civility and good judgment. The circus-like atmosphere that has come to define public education, and the associated suspicion that surrounds all engaged parties, shuns meaningful collaboration and support.

While I no longer work directly with the Buffalo Schools, I now serve on the board of a local organization that places and supports refugee families. Ironically, even from this new vantage point, I still struggle to find a touch point.

Yes, the School District is the primary system for educating our children. But, they are OUR children, and we are ultimately responsible for their care. The weight of that responsibility is increasingly speaking to me, calling me to action, and I yearn to respond. But how?

Because Words DO Matter

I recently attended a press event and left dumbfounded by the remarks of the presiding dignitaries. The vast majority either didn’t make sense at all, or were essentially vacuous in terms of actionable promises. Since literally bolting from the event, I have found myself pondering the importance of words as they relate to community development.

I have already confessed my general fascination with words in an early post https://marabhuber.com/2014/03/24/sculpting-our-words/, but in this case I’m reflecting on the lack of intellectual and ethical discipline that they often convey. Just recently I was accused in a LinkedIn group of being too academic and using “the turgid style that seems to say: “I’m smarter than you are.” The critic urged me to say what I mean. While I admit that I have often been accused of being difficult to understand, I would argue that my intentions are at least noble. In choosing my words, whether verbal or written, I strive and struggle for clarity and precision. In the world of higher education, which is my home, and more specifically in the realm of research, we are left to constantly defend the veracity of our assertions, and so we take our words very seriously. Whether in peer reviewed articles, presentations, or meetings, our words are scrutinized for logic and proof, and accordingly they serve as the very foundation on which our relationships and reputations are built.

I realize that Higher Education is not the real world, and that many “normal” people would argue that academics get lost in words and their meanings. Yet I strongly believe that regardless of your background or professional culture, words DO matter and should be treated with more care and thoughtfulness. And I would assert that this is especially true when we deal with matters of community development.

Why? Well, for one reason words are simply not interchangeable. It’s true that we have multiple words to describe similar ideas or concepts, but each connotes nuanced distinctions that are subtle yet important enough to be named. The differences between a partner and a customer, an opportunity and a contract, collaboration and commitment all become extremely important as projects play out, grants run their course, or tensions begin to rise. The ability to articulate one’s goals, needs, and boundaries in a way that is respectful yet clear can make all the difference in project outcomes and the ultimate longevity of relationships.

This is especially the case in community development where organizations are seeking to help and add value in humanitarian ways, while at the same time attending to their own budgetary needs and agendas. Even when all parties are nonprofit with no direct gains or monetary interests, the complexities of their missions and funding sources and associated political lifelines guarantee that ethical conflicts and landmines will abound. Without the ability to clearly articulate and maintain one’s position using carefully selected words with their associated meanings, the promise of successfully navigating the treacherous waters of community development will remain dismal at best.

Fairies, Unicorns and Most Things Magical

tunnel2

I have a fairly expansive belief policy. My kids will tell you that I believe in anything that is good. Santa Clause and Guardian Angels, yes…. evil monsters and zombies, definitely no.

This may seem like a joke, but I assure you that my policy is well thought out and quite sound.

It is grounded in the existence of infinite diversity, and the knowledge that virtually anything is possible, especially when we focus on the greater good.

From an implementation standpoint, my policy is highly robust, transferrable and scalable to most domains and settings. It allows me to scan for the positive, picking and choosing perspectives and teachings, remaining open and determined to find something of value.

From an impact standpoint, it serves many functions. By espousing such a policy people always know where I stand, especially my children who I am most interested in influencing. My policy also affords a certain protective functionality- preventing me from getting bogged down in the endless negativity and defeatism that threaten us at every turn.

To be clear, I want to be known as a dreamer, an optimist, someone who believes in infinite possibilities and potential. And so I let my curiosity and openness guide me, feeling my way forward toward new adventures, relationships, and the magic they afford.

In some ways my policy has high discriminative validity. If it resonates strongly with the policies of others, I can usually tell right away. There is a certain synergy that ignites, catalyzing collaboration, innovation, and excitement that is too apparent to be ignored.

But interestingly, my belief policy does not have the opposite repelling effect on those with more cynical tendencies. Although I have been known to madden my staunchest and most empirically minded colleagues with my openness to the worlds of the unknown, they seem to be drawn to my sense of wonderment, even if they would never admit it.

Let’s face it, the opposite of openness is not very inviting, even for those who are trapped inside. The Land of the Cynics, Skeptics, and even Realists can feel dark, desolate, and shrouded in fear. And clearly, it’s growing more crowded by the minute. Conversely, the Land of the Dreamers is infinitely inclusive and open, with endless room to stretch and explore the landscapes that continually change and reimagine themselves.

You might ask whether my belief policy is somehow counter to my training as a researcher, but I would argue that the two go hand in hand. Data and research allow us to be thoughtful and reflective, pushing the boundaries of what we know and can do. But ideally, they should be grounded in theories and world views that are strong and powerful, guiding our questions and interpretations, scaffolding us higher and further.

I concede that my approach- and associated policy- may be unconventional, but I can assure you of their inherent appeal. And since the Land of the Cynics isn’t going anywhere anytime soon, I encourage you to take a little vacation.

I will leave my door ajar, just in case you choose to visit… and stay.

Dr. Bakuza and the Power of Education

photo

Just yesterday my friend Fortidas Bakuza became Dr. Bakuza, and Tanzania will never be the same.

When I first met Fortidas back in 2009 we visited his office in Dar Es Salaam. A professor from our university had made the connection through a mutual colleague, and despite being strangers we were warmly received. He passionately shared the many challenges facing the Tanzanian education system and his hopes to strengthen and prioritize early childhood education. When we said our goodbyes we spoke of future opportunities to connect and promised to be in touch.

Flash forward five years, and to our celebratory dinner congratulating Fortidas on his monumental accomplishments. Not only did he complete his Doctorate and Master’s degrees in record time, he did so with a dedication, insistence on quality, and a gentle thoughtfulness that has impressed his professors, colleagues, and all with whom he’s interacted while in Buffalo.

As I reflect on the excitement and pride that I feel for Fortidas and his family, I can’t help contrasting it with my own PhD and my graduation that I never bothered attending. It’s not that I didn’t value my education, on the contrary, it is the core of who I am and what I offer. But unlike Fortidas, mine didn’t require direct sacrifice or hardship. Learning was what I loved to do, and my degree felt highly personal and not requiring any public celebration or ceremony.

But Fortidas’s education is something much different. He left his wife and young children, and his home, for three long years, working tirelessly to complete his degrees. His dissertation was not simply an exercise, but instead an offering to his country and its education system to help inform change, progress, and a path forward toward actualizing and leveraging the talent of their youth.

I know there are many other international students who make their way to Western colleges and universities, seeking knowledge, degrees, and better lives for themselves and their families. But as costs become even more prohibitive and obstacles for scholarships and support more daunting, these opportunities and their beneficiaries will continue to dwindle.

If we are serious about supporting community development and progress throughout the world- which I hope desperately that we are- we must continue to bring the benefits of education to those who seek to maximize its reach. And while intensive on-site programs, such as Fortidas’s course of study, offer extensive advantages and opportunities for students from developing regions, they are neither sustainable nor scalable in the largest sense.

Luckily, the burgeoning world of technology and distance education offer unending possibilities for students and communities to learn, share, and innovate while at the same time addressing the specific contextual challenges and opportunities that frame our realities. As Western university communities that enjoy bountiful resources, expertise, and capacity we stand to partner and offer support in new and important ways.
But as we have learned through BTEP (Buffalo Tanzania Education Project), these opportunities are based largely on our willingness to connect and form meaningful relationships built on mutual respect and understanding.

And as my friend Fortidas prepares to return home to his family and the new opportunities that await him, I can’t help feeling as though his departure is actually just the beginning of the next stage of our collaboration and friendship.  And I feel blessed to be part of something so much bigger than any one of us.

5 Years of Buffalo in Tanzania- Who would have thought?

Class visited the primary school where instructor Dan Nyaronga attended as a child

Class visited the primary school where instructor Dan Nyaronga attended as a child

Just two weeks ago we welcomed home a class of UB undergraduates who had traveled to the Mara Region of Tanzania as part of a new Winter Session study-abroad course.
While the students returned with new perspectives on community development and memories to last a lifetime, the course represented an exciting milestone for our BTEP (Buffalo Tanzania Education Project) community, a welcome achievement as we celebrate our fifth anniversary.

If you haven’t heard of the Buffalo Tanzania Education Project, you are unfortunately not alone. With no budget, no formal infrastructure, no official presence or identity, we have evolved almost entirely under the radar. And yet, at least in my view, BTEP represents a wonderfully exciting engagement initiative worthy of attention and exploration.

The premise for BTEP is simple yet powerful. By coming together around a shared vision with clearly articulated goals and areas of focus, we can leverage our individual engagement efforts toward greater impact and sustainability.

BTEP’s efforts have focused primarily on the children and women of Tanzania, and specifically on an evolving school project in the village of Kitenga. To be clear, we didn’t actually select this community nor were we actively seeking partners for collaboration. Instead, our partners- the Immaculate Heart Sisters of Africa (IHSA)- found us.

Our investments have been small but significant. In 2009 we traveled to Mara and thanks to Kevin Crosby were able to create a video (see kitenga.wikia.com) to help attract contributors and frame our approach. Realizing the importance of getting close to our partnering community, we have facilitated group visits with over 40 members traveling to Tanzania- all at their own expense- to learn, study, serve and contribute.

We have welcomed researchers, students, community members and organizations, insisting only that individual projects are championed by BTEP members, thus avoiding the need for administration, budgetary involvement, or official oversight. And while in the beginning we were able to provide more extensive facilitation and support, our coordination is now limited to convening occasional BTEP meetings and fundraisers.

Our impact to date? From a fundraising standpoint it’s been modest but significant. We have focused our efforts on supporting projects that were well within reach, bridging funding gaps to realize construction of classrooms for the Early Childhood program; the first block of classrooms for the Secondary School and the Dormitory (which is still under construction); a playground for the Early Childhood School; and a bore well and latrines.

To be clear, there is still a long way to go toward opening the School, with construction costs continuing to escalate. The scale of fundraising is well beyond the capacity of BTEP, although many members have become heavily involved in related efforts with several creating a non-profit, Girls Education Collaborative (GEC), which continues to make significant steps toward the ultimate goal.

But from an engagement standpoint our impact has been nothing short of amazing. Here are just a few highlights:
• Three doctoral dissertations all focusing on Tanzania
• Field placements and a travel course experience for Social Work students
• A study-abroad course for undergraduates examining community development within the context of the Mara Region
• Design and construction of a playground made possible by a team of architects, students, faculty, and community members associated with BTEP
• Donation and shipment of solar panels by Solar Liberty Foundation through BTEP
• Construction of a deep bore well and plans to construct latrines and a second well through the leadership of Buffalo Sunrise Rotary Club and other participating Rotary clubs
• Development of the Girls Education Collaborative (GEC) by several BTEP members
• Various research, writing projects and presentations made by BTEP members
• Other contributions of medical equipment, donations, and service

As BTEP continues to evolve, members have begun to journey beyond Kitenga and Mara to build relationships and partnerships in new regions of the country. And while many Western New Yorkers have discovered Tanzania through their own avenues, they seem to eventually find BTEP in interesting and circuitous ways, helping to grow and shape our initiative beyond what we could have ever imagined.

On Friday, March 7th we will come together for our 3rd BTEP fundraiser to support a number of education and development related projects in Kitenga, Lindi, and Arusha. The event will be held from 6:00 – 8:00 in Allen Hall on the UB South Campus. Tickets are $20 and $10 for students. Please contact me for additional information or to reserve tickets.

I hope you will consider joining us and spreading the word about our exciting engagement initiative.

Sharing Arthur O. Eve’s Vision

I first made the acquaintance of Arthur O. Eve in 2010.  He had placed an urgent call to the President of UB sharing his deep concerns for the youth of Buffalo and seeking the University’s help in finding a way to save our city’s children.  As the then Special Assistant for Educational Partnerships I was asked to follow up with Mr. Eve and learn more about his request.  Little did I know that my return phone call would lead to friendship and engagement beyond anything I could have ever imagined.

When I reflect on Arthur’s contributions to the world of educational access it is difficult to articulate the depth and scope of his impact.  But perhaps most impressive and inspiring to me is his continued commitment and love for our city’s children that endures despite his poor health, advanced age, and considerable personal challenges.  Not a month goes by without an urgent phone call from Arthur,  beseeching us to come together- colleges and universities, churches, schools, and community organizations- to work together to support the youth and their families.

Although I have to admit that his religious zeal made me a little uncomfortable at first, I have come to welcome his prayers and devotions.  In fact just yesterday as I was driving in blizzard-like conditions to a hockey game in Erie Pennsylvania, Arthur called to tell me that the Jesus in him loves the Jesus in me.  He also asked me to pray for his wife who is in the hospital.  While he sounded both tired and scared he had found the strength to reach out and share his love, a gift that has stayed with me and has compelled me to share this post in his honor.

Throughout my brief friendship with Arthur he has focused his passion on the role and potential of churches to galvanize collaboration around supporting Buffalo’s children and their families.  Although I had- and have- little experience with the faith-based community, I remain strongly committed to the promise of collaboration, and offered to articulate his vision in the form of a document that could be shared and built upon.  Although at the time (2010 – 2011) we were unable to put his vision (GEMS) into action, I believe that it remains both powerful and doable from an implementation standpoint.

Please read and consider his vision which is detailed below in his own words.

­­­­­­ GEMS

Grace, Education, Mentoring & Spiritual, Development

A Tutoring, Mentoring & Health Program with a Spiritual Foundation for Buffalo Youth.

THE NEED:     Today we are facing an unprecedented threat to our community’s children.  Every day we lose our most valuable resources to the ravages of dropping out of school, crime, violence, HIV-Aids, drug addiction, unemployment, teen pregnancy, apathy, chronic health issues, and hopelessness.   Buffalo has been renamed the 3rd poorest city in the country, socially and economically among Black and Hispanic children, with over 30% of its citizens living in poverty and 52% of the children dropping out of school.  NY State correction agencies use drop-out data, and 4th and 5th grade failures in reading to predict the number of prison cells that will be needed in future years. This speaks to the many challenges that face our city’s youth and the Church.  We all agree that education, mentoring, and spiritual development represent the only viable pathways out of this crisis.

CHALLENGES & OPPORTUNITIES:     Within every poor, oppressed, neglected, and struggling neighborhood in our city are churches that represent bastions of safety, hope, love, and spiritual development.  The pastors, ministers, evangelists, and members more than any other body or institution have the love, commitment, and power to foster the value of education, mentoring, and spiritual development and principles for households, families, and children within the safety of the church and other secure facilities. In addition to the churches our city also boasts a wealth of colleges and universities that serve as engines for knowledge and innovation.  These colleges offer a bounty of students, faculty, alumnae, and leadership who are well positioned to provide resources, tutoring, and mentoring to youth.  Many of these individuals have benefited from programs such as SUNY EOC, EOP, STEP, C-STEP, Liberty Partnerships, HEOP, Upward Bound, McNair Scholars, and a host of other programs designed to support children, young adults, and students of underrepresented or at-risk backgrounds.  These individuals (alumnae and completers) are especially suited to work with, support, and connect with Buffalo’s youth and families.  Jesus said, “As you do unto the least among you, you do unto Me.”  He also said, “To whom much is given, much is required.”  And the Bible reminds us to (Proverb 22:6 “Train up a child in the way they should go.  And when they’re old, they will not depart from it.”)

THE GEMS CONCEPT:     The GEMS program will include the church evangelists, ministers, and members as the first to go door to door around their churches in a 1, 2, or 3 block radius and invite the families to worship with them, and leave a list of programs and community activities that will take place at their church, in which they are invited to participate.  Any youth 19 years of age, or younger (with parental/guardian consent and participation) will be invited to come to the church for tutoring, mentoring, and spiritual development.  These services will be offered by the participating churches in collaboration with colleges, universities, community organizations, health and wellness professionals.  Each program will be relevant, engaging, and useful for children, families, and the surrounding community.

OBJECTIVES:     The GEMS Program seeks to meet the following objectives:

  • Develop a relationship based on faith, hope, family and community
  • Monitor and strengthen the health of the children
  • Help facilitate the access of resources in an effort to reduce barriers to youth’s success
  • Support youth’s efforts related to career exploration and college applications
  • Build strong connections both with the faith based churches, higher education, and organizations
  • Increase youth’s skills and confidence related to education and career opportunities.

THE VILLAGE:   “It Takes a Whole Village to Raise A Child’, is a wisdom that is just as meaningful today as it was in ancient Africa. We need Villages within our neighborhoods that are guided by faith and offer hope and a safe place for seniors, families and youth to live and grow.  Throughout our city there is an abundance of churches and community centers in every neighborhood. By identifying the streets surrounding them and making that area their Village, our community can be strengthened, and our children can thrive.  In a time with such great uncertainty, we need to support each other and be an extended family; bringing all of the available resources together. The colleges, community based organizations, health, and wellness services are ready, willing and able to provide: tutoring, training, job preparation, counseling, health screening, and whatever the individual needs are within the Village.  The Village churches and providers working together would allow for activities to be available daily; and would be the safe place for positive and supportive services.   The churches with a caring and loving heart can help bring neighbors together to have a productive and faith based purpose for the families who live in the Village.  We all agree that we must save the children and save the communities; with everyone working together toward that common goal, we can do it. The successful Village will need the church as a guide; the community centers and the twelve Circles of Hope, will provide. (Luke 9:56  For the Son of man is not come to destroy men’s lives, but to save them, and they went to another Village.) We need a Village.

CIRCLES OF HOPE:   The Circles of Hope will work together for the same mission, goal, and purpose: to Save The Children. There are twelve circles, each circle carries the message of a hope, and through their input and participation they can make a positive impact on each person within The Village community. Each Circle has it’s own identity, but shares in the goals of the GEMS Concept.  The churches, community based organizations, health and service providers, and individuals who care about children and their futures are asked to be an active participant in one of the Circles of Hope.  Each household will be made aware that there are Circles of Hope, ready to provide services and opportunities to the children and families in the community. “The Circles of Hope” all share in a love and desire to “Save the Children”. (Luke 8:1 And it came to pass afterward that He went throughout every city and, village, preaching and bringing the glad tidings of the kingdom of God: and the twelve were with Him.). Let each of us, “Keep Hope Alive”.

-by Arthur O. Eve