MEMORANDUM Student Name: Institutional Affiliation: Professor Name: Course, Department: Date Memorandum 2 MEMORANDUM DATE: TO: July 13, 2021 APD Schools FROM: Givology charity foundation RE: Charity Partnership Introduction Givology is a charity organization whose brain inventors are the University of Pennsylvania students

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MEMORANDUM Student Name: Institutional Affiliation: Professor Name: Course, Department: Date Memorandum 2 MEMORANDUM DATE: TO: July 13, 2021 APD Schools FROM: Givology charity foundation RE: Charity Partnership Introduction Givology is a charity organization whose brain inventors are the University of Pennsylvania students. The organization was launched in 2008 as an internet-based marketplace for supporting student scholarships through small donations. The students also started Givology to help fund and support grassroots projects through donations from the large community. Givology is partnering with several NGOs and schools globally, connecting internet donors to local projects. Givology has democratized philanthropy using frequent student updates, donor messages, and open blogging. The strategies the organization is using are transparency, information sharing, and introducing choice. At Givology, we aspire to serve as an online hub for grassroots who partner with local organizations to transform education and society. Givology provide services like; • • Create an online society that connects with the donors to help fund local projects. Improve the quality of education by giving out some dollars for countries for third world countries. Expand our impacts and increase global partnership through fundraisings. Conduct research and create awareness about the problems the education sector is facing in third-world countries. Promote cross-cultural relationships through social media, blogging, and messaging. • • • General questions • How can we improve the education system of the students within the rural areas? The kids need hope and help. That is why as Givology, we are willing to partner to offer a helping hand together with millions of internet users willing to be part of the movement through contributing. How can we offer mentorship programs in rural schools and to those kids from needy families? We willing to offer community mentorship to the children, provide some essentials that they lack, and improve your school to accommodate them with little resources we have. How can we transform the kid’s mentality towards education despite their life 12 situation? • • 1 This is how chicago format be added. Memorandum • • 3 Givology plans to conduct transformational changes within the country, and you can be our center of operation. We are planning to educate more than fifty kids in our first year of being in your country, offer several shelters, provide community water points, and connect with our donors to offer several scholarships to students who will positively respond to our programs. How should we help the children over rejection? Many kids from developing countries are feeling rejected and desperate, losing parents or guardians to disease or suffering from malnutrition, poor quality of education, lack of water, and civil unrest all over. Who needs to see the need assessment? The purpose of writing this memo is to make a request to partner with a school to offer charity services for the community kids. Therefore, this documented is targeted to donors, community leaders and partners. As the Givology team, we are planning to venture and offer a helping hand to the kids in Uganda just like we have done in other parts of the world. But before partnering, we have to know what you lack most and what you have through need assessment and asset mapping. This needs assessment and asset mapping help in decision-making by linking the gap between the current conditions and desired conditions and finding what the community can do respectively to fill an existing gap. The kids from the rural setup need the best, and anyone interested in giving back to society will find this assessment test important. LIST OF STAKEHOLDERS Donors/ NGOs/ Community based organizations These stakeholders are involved in several activities within the organization. 3. Apart from organizing events and giving to society. Some of their responsibilities include; • 3 The field partners driving the organization include the brains behind Givology. The latter helps identifies high impact, innovate models for impact, are committed to impacting evaluation transparency, and identify those organizations that have demonstrated a good track record in the community, like for a partnership agreement. The field partners also work in harmony to identify high-priority and infected areas that require faster intervention, like your school. Through the partners' intervention, they are also able to organize donations and fundraisings to meet the emergency needs of several target groups. The field partners are all over the world; therefore, they have different geographical locations, different beliefs, and different cultures. But they believe in one thing Jackson, Tambra O., and Brandy S. Bryson. "Community mapping as a tool for developing culturally relevant pedagogy." The New Educator 14, no. 2 (2018): 109-128. Memorandum • • • 4 and share a common vision of transforming the world by providing quality education and a better life for children worldwide. GIV teams are also the best partners to the organization. These are people who donate as a team; for example, your church or NGO can decide to contribute towards the course. They will be the GIV team. You can also create teams with other registered users and change some lives either through scholarships or by offering any support you can as a team to change the community. Teams are the best way to start and track your impacts within society. The independent donors. These are people of goodwill who occasionally contribute part of their income for the charity course in third-world countries. Givology works with anybody willing to participate in the noble course of giving back to those who lack. Community-based organizers. They are the people who work with our team to see that aide has reached the targeted population. They usually work with our field partners or as our field partners. They can be community-based movements or organizations that are registered as NGOs. Students/ events These are the receiving stakeholders or the recipient. • • The students are the main reason this organization exists: those students or kids who come from the needy and deplorable areas who need our support. They are the reason we are planning a trip to your country to assess where we can help by offering helping hands. The questions surrounding the students are where do they live? Where do they school? What are the conditions of their schools? What do they lack? Data collection instruments The targeted stakeholders for this project are students, donors and community-based organizations or NGOs. Community-based charity comprises both qualitative and quantitative research comments.4. They collect both quantitative and qualitative data; interviews will be conducted for different people; Secondary data profile is a quantitative research method. Different households were picked at random for the interview regarding their poverty level, how many students they have in school, economic standards and why the kids were either going to school or not and why? The data from the interview was compiled and recorded. 4 Jackson, Tambra O., and Brandy S. Bryson. "Community mapping as a tool for developing culturally relevant pedagogy." The New Educator 14, no. 2 (2018): 109-128. Memorandum 5 Quantitative Data collection sessions. Givology set camps in the three nearby community schools to interview volunteers. This aimed at increased the sample space to find more accurate information. Some of the questions asked were how they usually receive information from their government, how many school-going kids a household has? For the professionals like teachers, we enquire the school population, the gender parity and the turn up for school by students. Quantitative phone interviews. Use of phone calls to conduct interviews and record the conversation, especially with community political leaders and donors. The questions and areas that will be interviewed will be the same and just to all the donors, though they might vary with student and community political leadership. Qualitative informant interviews. This involves conducting interviews with the key stakeholders like donors and community leaders to get more insightful information. We will administer questionnaires to those who can be able to write out their thinking and their views. This is better because written information is easily stored for a more extended period of time and can be easily retrieved for future reference. The questioners will contain individuals. 5 Information and their signings together with the government stamp to legalize them and make them valid for future reference. This will help present a valid argument and presentation of what is there and what is not there. Qualitative data from focus groups. We will also apply voice recorders to record the verbal interviews that will be conducted with the learners. Each learner will have a specific time for the verbal interview, and the data will also be recorded on papers respectively to ensure the safety of the information provided. After collecting the data from the learners am also going to search for a few of the donors either at the organization level or even at a personal level with the help of the Givology organization managers. I will contact them through phone calls and organize for meets for those willing and do oral questioning of the problems they could face as donors in the organization. For the collection of data, on some occasions, we will use a video camera to record interviews and also make a record of those assets available and what needs to be done during the interview. 6. The Givology partners will also perform oral questioning to the particular group of learners, teachers, and even parents if need be. The cameras will be used to take pictures of the various states of the learners, which will also be significant proof of the interview answers received from the interviewed stakeholders. Both the video and the pictures are of crucial function to the collection of the data. Some of the interviews will be recorded on paper for comparison too with visual interviews. After data collection, we need to analyze the data and set the priorities to meet. In the last phase, we need to collect all the final reports and prioritize the purpose for the data 6 Kerka, Sandra. "Community asset mapping." Clearinghouse on adult, career, and vocational education: Trends and issues alert 47 (2003): 1-2. Memorandum 6 collection, the data collection process, the results of the data, and the actions to be taken7. The information will be design and assessed to find out the needs assessments and which to look first. Givology will start planning using the information towards the targeted audience. the targeted audience is the community or the ethnic group we are going to study, the strategies that we are going to use while studying that particular group. How we are going to make the analysis and the people and tools we are going to use in need assessment. In the second phase, we need to know the sample size of the group we are going to collect data from and how we will schedule ourselves on how to collect the data. Report on the existing assets 7 (Jackson, Tambra O., and Brandy S. Bryson. "Community mapping as a tool for developing culturally relevant pedagogy." The New Educator 14, no. 2 (2018): 109-128.) Memorandum 7 MEMORANDUM DATE: TO: July 13, 2021 APD Schools FROM: Givology charity foundation RE: Charity Partnership Existing asset Actions Established headquarters in the various areas of both the donors and the recipients Proper communication can be made on the activities, and the problems both the stakeholders are undergoing. This makes an easy and faster way of solving problems. Communication platform through the internet A communication platform brings together both stakeholders, and they find it easy to address their differences even without have a face-to-face talk with each other. Some of the stakeholders, such as the donors, might have a busy schedule that may not allow them to visit the recipients. The recipients might also lack financial and physical ways of meeting with their donors; therefore, they will both use the platform to get in touch. Though there is a Givology website but the community still feels disconnected. Transport network Donors from far away countries or even states will want to visit the learners or would even want to send gifts to the learners, and without a good transport line, the learners might end up not getting those gifts, and they might as well miss the chance of being with their donors. Memorandum Donor funds 8 Asset on the donors' side majorly depends also on the communication with the learners and the flexibility of the organization. Some donors may be faced with different problems which can cause them not to participate in donation. This calls up to the flexibility of the organization to find and fix a new organization of donors so that they can ensure a net supply of resources to the learners. The donors also require good connection channels in order to communicate with the learners. Donors may not be aware of the conditions the learners might be facing. Some the organization might also not be able to tell the conditions of the learners unless a good communication channel is set. This is majorly archived through the setting up of communication satellites, setting up of a good communication language to hinder communication barriers and misunderstanding. Government agencies and policies The majority of the communication problems are state-based. It is the duty of the government, together with the organization, to ensure a good communication channel is set between the stakeholders. Our organization found it hard to connect with the community. Depending on the learner’s environment, some of these assets are established communication channels or satellites by the government to channel the communication between the donors and the learners or between the learners and the organization itself. This is a cheaper way of fastening communication between the groups. It also reduces too many unnecessary visits, which are cost-effective. The learners can also share out their private views and talk directly to their donors. Memorandum 9 Majorly, the problems that the organization faces when it comes to communication highly depend on the communication channel established by the stakeholders and the organization's flexibility towards unifying both groups.8. In my view, a social platform should be placed to unify the stakeholders, and socialization should be a key thing for both groups. Bibliography Akintobi, Tabia Henry, Elise Lockamy, Lisa Goodin, Natalie D. Hernandez, Tanesha Slocumb, Daniel Blumenthal, Ronald Braithwaite et al. "Processes and outcomes of a community-based participatory research-driven health needs assessment: a tool for moving health disparity reporting to evidence-based action." Progress in community health partnerships: research, education, and action 12, no. 1 Suppl (2018): 139. Jackson, Tambra O., and Brandy S. Bryson. "Community mapping as a tool for developing culturally relevant pedagogy." The New Educator 14, no. 2 (2018): 109-128. 8 Akintobi, Tabia Henry, Elise Lockamy, Lisa Goodin, Natalie D. Hernandez, Tanesha Slocumb, Daniel Blumenthal, Ronald Braithwaite et al. "Processes and outcomes of a community-based participatory research-driven health needs assessment: a tool for moving health disparity reporting to evidence-based action." Progress in community health partnerships: research, education, and action 12, no. 1 Suppl (2018): 139. Memorandum 10 Kerka, Sandra. "Community asset mapping." Clearinghouse on adult, career, and vocational education: Trends and issues alert 47 (2003): 1-2. Bauer, Tamara, Lori E. Kniffin, and Kerry L. Priest. "The Future of Service-Learning and Community Engagement: Asset-Based Approaches and Student Learning in First-Year Courses." Michigan journal of community service learning 22, no. 1 (2015): 89-92.