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Congratulations to Marissa Garcia, a Peace Corps Volunteer from GUY24, on the successful completion of her Art Camp project in the village of Charity. Here is the summary of her work, along with some great pictures!
Art Camp started July 15th and ended July 19th from 12:30pm to 3-4pm depending on the activity that day. Altogether there were seven Peace Corps volunteers (including myself), six teachers, and three community members that assisted with camp. Some were not present everyday but all did contribute. Total, there were 105 students that participated. The kids were sectioned off and seated in ten different groups, each with an adult; they were told to stay in their same group the entire week.
The 1st day of camp was designated for apron tie-dye. The kids tied their aprons with rubber bands into whatever design they liked the best. Each group had two colors that they were to dye with. They spent the whole day dying, rinsing and drying their aprons so the next day they would be able to wear them.
The 2nd day of camp was paper mache piñata day. The groups were told that there would be a competition on who would make the most creative piñata. Each group had a bucket with the mixture of flour and water, along with a large sized balloon. They were also given newspaper to paste on the balloon. The balloons had several layers of paper mache on them and were left to dry until the following day. (The idea was that the activities for the following days wouldn’t take very long and there would be extra time to work on their piñatas before Friday.)
The 3rd day of camp was painting on canvases in a striped, multicolor design. Each child was given a canvas (the frames were made and donated by the saw mill next door) and told to only use three colors for the first layer. They were to draw and then paint an animal of their choice. The group leaders only took three colors back to their group in order to avoid confusion with the kids. Once they painted their animal, they put the canvases outside to dry. After that, they were told to get masking tape and tape off sections of the painting, to resemble stripes. Once their painting included the tape, they were to get three more colors (different from the first three) and paint the entire animal all over again. This step was a bit confusing for them so the group leaders helped them out a lot. Then once the painting dried again, they were told to remove the masking tape and voila, their masterpiece was revealed. This activity really went well and so many kids had an amazing outcome.
The 4thday of camp was supposed to start out with completing the piñata. Unfortunately the piñatas molded and attracted a huge number of flies. We were going to attempt to salvage them, but they smelled so bad and looked disgusting, that we had to throw them out. We then started with activity number four which was masks. Each child got a piece of 8×10 poster board that they were told to draw an outline of a mask on. Some kids did a Mardi Gras-esque mask, while others did animals. Each group was given glitter, construction paper, glue, and scissors to complete their masks. The kids had a lot of fun with this activity and it was great seeing them come up with different types of masks. After they completed the masks, we had time for another activity. Each child was given a piece of 20×5 poster board and a pencil. They were told to write their name in block letters, filling the space. If their name was too long, they could write “love” “family” “faith”, etc. if they wanted to instead. Once they drew their name, they cut it out and were given black paint to paint the entire thing. We ran out of time, so we had to finish the remainder of the lesson for the following day.
On the last day of camp, we reserved it for games and piñata breaking. Since the piñatas that the groups made initially, rotted, a few volunteers and I decided to make two last minute piñatas out of cardboard boxes for the kids to bust. I really wanted the children to experience the fun of hitting piñatas; so a few moldy piñatas were not going to get in my way. When the children arrived, they were told to finish the activity from the previous day. All they had to do was cut designs out of some sparkly, adhesive paper and decorate their names. Once they finished, they cleaned up and got ready for the piñata and the games. Before we started with the piñatas, we gathered everyone for a game that involved balloons, string and newspaper. The balloons were tied to the kids’ head/hair and they were each given a rolled newspaper page. The point of the game was to pop everyone else’s balloon while keeping your balloon from being popped. They all ran around and had a fun time chasing each other. The winners were given a chance to hit the piñata first. Once we got started with hitting the first piñata, and the kids got the jist of it, they loved every second of it!!! The kids and the volunteers took turns hitting until both were successfully beaten. After the piñata madness, we saved the best game for last……the water balloon war. Buckets of water balloons were placed around the compound and the kids were told to throw as many as they could, at their friends and at their group leaders. Everyone had a blast and it was a great way to end a very fun camp.
Challenges and Successes
The challenges of the project were as follows:
- some helpers ended up arriving late/not showing up
- piñatas failed the first time around
- the aprons got mixed up among the owners
- when the names were painted black, some torn because the paper was too thin
- some aprons didn’t tie dye so well because polyester didn’t absorb the dye well enough
And as for the successes of the project:
- the kids were excited each day about the next activity
- the piñatas 2.0 were built and successfully beaten
- the sharing amongst the groups was better than expected
- the positive feedback I kept hearing from the kids
The challenges of the camp were only small shortcomings so luckily we were able to deal with most of them. Some of the teachers/volunteers were not able to come for the whole week, so I recruited others to help and make up the time so that the groups would all have leaders. We fixed the piñata problem by creating two more piñatas as a surprise for the children. Unfortunately not all of the aprons found themselves back to their rightful owner, but I have a box full of some that were left, if the kids want to look for theirs. The names were repaired by tape. And the polyester not absorbing the tie-dye is something we really couldn’t fix but now realize that was part of the learning process. In the future, we all know to use only cotton! The successes of the camp really outweighed the challenges/failures. By the time that the camp was finished, I could tell that the children really enjoyed themselves and were grateful they got to attend. The PCV’s that helped kept telling me how they thought that for a first time camp, things went rather well. And the teachers were appreciative that the camp gave the children something to look forward to and enjoy.
Personal Success and Feedback
The camp created a lot of excitement throughout the children. They got to experience their skills and they realized their potential. Some of them observed others and realized that art is interesting. It was fun and will give them an idea if they would like to pursue art as maybe a career. – Shakeela Barakat (teacher)
Thank you for teaching me this week Miss! I learned a lot! – Ronaldo (3rd grader)
The kids had such a great time this week. They were so well behaved, polite and very creative. They will remember this camp for a while! – Susan (fellow PCV)
Thank you for having camp Miss! I had a lot of fun! – Kavita (1st grader)
The camp was a fun and empowering experience for all children, parents/teachers and Peace Corps volunteers involved. Many students have never been given the opportunity to experience art, let alone been told their artwork is wonderful and unique. I will always remember that moment of unrestrained joy when the piñata broke and children and candy went everywhere! – Beth (fellow PCV)
Camp was really well organized! The kids and I had a wonderful time! It was a really fun-filled camp that leaves you wanting more! Thanks to everyone that assisted in making it a success! – Ms. Narine (teacher)
Host an all day workshop which will accommodate 100 youths between the ages of 7 to 16,both males and females. Sessions in the three disciplines of Karate, Dance and Capoeira will be offered , each running for 3 hours. The youths will be introduced to the basic principles of these art forms and also the benefits pf having the training.
By giving them a first hand experience of these art forms, we hope will spark their interest in becoming a full time trainee and also to become a member of Youth Empowerment Group Guyana (YEGG). YEGG is always on the quest to integrate young people of these communities into positive activities ,as we believe there is a major shortage of youth focus within and in surrounding areas. Once they become a member of our group they would have the choice of being a part of many other programs that may suit their interest.
During the Friday and Saturday preceding the event, our volunteers were scouting going door to door to get children registered for the workshop staged for the 9th March 2013.By foot wearing their t shirts and identity cards, they visited houses along Laine Avenue, West and East front Road and the surrounding areas. Much progress was made as many children were at home during the hours we visited. We distributed the consent forms that
were to be signed by the parents and briefed each parent and child on the expected activities.
On the day of the event, we were scheduled to begin at 10:00am but had a late start at 11:30 awaiting arrival of more children. Our first session was dance which ran for one hour. After which the media arrived to carryout interviews with facilitators and participants. Youth Expressions and NCN news were present to do so. The second session was karate, which ran for one hour and thirty minutes. We then break for one hour so that the children could enjoy the refreshments. Sessions in capoeira began shortly after the hour and a repeat of the sessions
of half an hour were carried out to accommodate those who came late. All sessions were commenced at 4:00pm and remaining snacks were distributed.
A record of the participants were made and further registration for permanent classes were made just before they left. We also requested a feedback from the children about their experiences and their eagerness to inform their peers were evident.
Challenges and Successes
Our biggest challenge which resulted in the postponement of the program altogether, was a change of location and time. The event was scheduled for the 2nd of March, but was put off to the 9th of March because we were informed that we had to change venue due to some unforeseen circumstances. However, regardless of the short coming, the rescheduling served as a booster when it came to gathering youths. There was more time available so we were able to meet our target of 100+ children.
It was also a bit challenging accommodating more children than expected in terms of snacks. We were equipped to cater for 100, but were faced with the task of providing for a little over including the trainers and volunteers, but that was easily overcome by the eagerness of the parents present .They provided the extra snacks in a jiffy.
Last, is the issue of not acquiring the photographs expected from a volunteer? It appeared that they were misplaced and could not be retrieved, so we resorted to using images taken by mobile phones as reference .Which is a bit disappointing.
Personal Experiences and Stories
Due to the high level of professionalism displayed, the success of the project was nothing but a tiny task. The instructors were pleased with the performances of the participants as they felt empowered by their achievements. The children all gave a general response of fulfillment, gratitude and much anticipation of the next event.
Personally I’m happy with the works done that day and one thing I learnt whilst carrying out one aspect of the workshop, dance, is that it doesn’t matter what age or caliber of people you associate yourself with and offer your knowledge to, once the outcome is the same every time that’s all that matters , success.
The assignment was to upgrade the reading instruction at St. Barnabas Special School. No child enrolled in the school could read beyond a 7 years 4 months reading age (and most fell below a 6 year reading age level) and when my term of service began and no teacher in st. Barnabas was actually engaged in teaching reading and literacy. In order to institute reading instruction at the school, the first step involved assessing the present reading levels of the students to provide a baseline of achievement. Teachers were also observed to determine their preferred teaching style. Inservices/staff development activities were planned and implemented throughout the Easter and August School terms. Since teachers had neither formal training in special needs methodologies or teaching reading, they requested a background of information. Topics of staff development sessions included learning styles (modalities), creating interactive multi-sensory subject area lessons, a background in reading and reading instruction, phonics (most teachers have very little knowledge of phonetics beyond the short vowel closed syllable words), organization of an effective reading lesson for Reading Disability/dyslexic students, and how and why students can create a Sounds Book as an ongoing reference.
In July the teachers met with me to set goals for the following year for the school in general and specifically for the reading program. We discussed ways to involve reading into the teaching scheme. Suggestions were made to have literacy teacher (but the Ministry needed to appoint one), have a single teacher volunteer to teach literacy, or to have the teachers who managed each class do the reading. The present Head Teacher was being reassigned to another school and one of the teachers was named acting Head Teacher. She would work on the teaching scheme in September. I suggested that reading instruction should be scheduled at least twice weekly—more often if possible.
In addition to meeting with teachers and assessing students, direct instruction with students to trial the intended reading program on a group level was instituted as well as informal instruction to students during random parts of the day. The group lessons also served as a modeling of teaching practices for teachers. Students showed an average two month gain in reading levels after 5 weeks of instruction—and they were beginning to spell.
During August term and August break the manual for reading instruction was completed, edited and revised. It was modeled after the Wilson Reading program for dyslexic older children, adolescents, and adults I had wanted to train a volunteer at NCERD to use the program, but she elected to take another direction.
The FROG grant was approved and the monies received by the beginning of September. It took several weeks before the school wrote a new teaching scheme. The acting HM elected to teach the reading but reading was only scheduled once a week for a 60 minute block of time for each class. Yonette, the acting HM and now reading teacher, proved to be a good choice. She had formerly been a preschool teacher and understood beginning reading instruction. She was enthusiastic and designated an unused part of the school to be a reading class. “I can make posters for every sound and hang them around the room.” She told me. “I want to take that cupboard to store books and supplies and they will be right there.” I gave her a draft copy of the St. Barnabas Reading Program. She successfully used her past experiences and with my support added the techniques from the reading program. I was able to observe her teaching and make observations and suggestions to augment instruction. Sometimes I filled in for her when her HM duties interfered. She was sometimes able to observe. Little by little she incorporated the techniques I wanted her to use. Sometimes the students helped. One day she stood holding the Sound Cards. “No Miss.” Said Farrah, one of the students. “You need the pocket chart.” She ran off and brought back the pocket chart that I had made and used regularly. Now the teacher uses it in her lessons Children were beginning to read and are excited.
A major reason for obtaining the grant was to have individual chalkboards created for students. Since the plan was to teach reading and spelling in the same lesson, it seemed like a good and inexpensive teaching aid. Chalk is cheap! I was able to have students from Sophia Special Needs School construct the chalk boards. Because I saved on labor costs, I was able to leave a set with teachers in that school, too. By the time of my Close of Service, the Head Teacher was effectively using the chalk boards and aids. She was incorporating the use of phonics DVDs and was beginning to use some books with the older groups.
It’s that time of year – another FROG Grant deadline is almost here!
FROG provides assistance in the form of small grants and resources to support community driven projects.Â The FROG Grant Program funds projects that support education, the arts, health, the environment, and social and economic development. Grants are awarded for projects up to $500. To learn more about our grants program, visit our grants page here.
Have a great project idea? Submit an application today! Applications for the next round of grants are due October 1st, 2011.
Please contact the us with any questions at email@example.com.
FROG was able to assist Nicholas Smith with funding to purchase tractor fuel, with the intent on building a new road for his village. The road is now complete, and community members can now avoid trudging through muddy water to get from one end of the village to the other.
Kwatamang is a small village on Annai Village Land, between Annai proper and the Rupununi river. The village is divided by a low area that floods during rainy season.
The proposed grant would pay for two drums of fuel so the Kwatamang Village tractor (with help from the villagers) could raise a section of ground linking East and West Kwatamang during the rainy season.
The Senior Councilor Jordan Joseph has stated the the villagers would do all the labour, and the village tractor could be used if the money for fuel could be found.
The section of the land is not to big. maybe 75-100 yards long. The land does not flood high… it is kind of one very large puddle that never drains and is always wet.
The FROG Grant successfully provided funds to improve a well used path in Kwatamang Village, Guyana. The village is divided into two main hills with a low ground in between. That low ground was always muddy and near impassable during rainy season. The FROG grant gave the village enough to build this ground up. The Grant went towards fueling the Village tractor and paying the labor to collect rock and rocky dirt and build a road through the wet, muddy area.
CHALLENGES AND SUCCESSES
The challenges of the project were few. The main one was that once the Village knew of the Grant money they assumed that it could be spent in any manner whatsoever. I had a young couple approach me very professionally one evening and state they knew I had a lot of money and kindly asked for transpay to Georgetown. They stated that FROG Grant money was fine to use. I had a few other stories like this and honestly receiving this Grant had an affect on how my Village saw me. I must also state that I had been documenting the meetings, the collection of the money, the initial work, the distributing of the money.. everything on video. This videoing was intended to introduce a possible transparent system for local grants. In January I had the best bike wreck I have had in 20 years and my computer with all the video uploaded on it exploded. I had was lucky enough that I took a few pictures with my iPod Touch and this is where the pictures (hopefully) pasted below come from. Also with no computer I was not able to type this very report until I reached Georgetown, a solid month after the project was complete.
The Successes easily outweighed the Challenges. Simply put there is now a path that will make crossing a giant mud puddle a lot easier. The local mini-buses now can drive to Small Kwatamang and pick people up or drop supplies off. The local Bull-ox carts can cross. The Children can come to school on rainy days. The project was designed by the villagers, budgeted by the villagers and completed by the villagers, they have a lot of ownership in the project. Ownership in projects leads towards maintenance of projects, maintenance of projects leads towards sustainable projects. I feel this project is sustainable and successful.
Guyana Peace Corps Volunteer, B. Ryan Dunn K. Komeh has concluded her FROG sponsored health project encouraging women to actively take control of their well being and bring to life a new exercise class in the community.
Several months ago women with children 5 months to 5 years agreed to participate in weekly Monday sessions geared to the health/nutrition of their children. Out of these sessions these same women expressed the desire to tackle their own health. Therefore, it was suggested that we form a group that would address these issues; beginning those initial steps that would lead to healthier lifestyles for ourselves. Since there are no gyms or health facilities in Mahdia an aerobics class seemed like the best way to begin. It is fun and can be done in a private space without onlookers.
Over the course of three months twelve women all with young children met every Friday from 6:30 PM to 8:00 PM for floor aerobics with an experienced teacher. Each woman was given a mat and a water bottle upon payment of the registration fee of $500 dollars. Depending on availability a 20-30 minute nutrition/diet session was held either at the beginning or end of the aerobics sessions.
In the beginning, class attendance was slow but, by the end of the course women had to be turned away due to space constraints.Â The majority of the exercises performed were designed so that the women could perform them on their own. In fact, women were encouraged weekly to do this.Â By the end of the sessions all women noted an increase in energy levels and all women expressed interest in continuing exercise after official class ceased.
Currently, steps are being put into place to have a year round class open to all women living in the community. In the interim the women are keeping up on their own.
CHALLENGES AND SUCCESSES
When implementing this project there were few challenges due to the excitement of the women. Those that arose had to do with logistics. For example, finding a venue that would accommodate the number of personâ€™s involved and agreeing on a day and time that worked for the women and the instructor. In addition, once that class was underway it was frustrating to have to turn persons away from the class. In fact, several persons joined who were not initially expected. Issues with the current in the interior often proved problematic.Â Sometimes current was available and sometimes it was not. At several points the time of class had to be altered to accommodate a change in a key personâ€™s schedule. However, if for whatever purposes class was canceled there was always a make-up class the following Saturday.Â The women often expressed the need for more classes during the week. However, the schedule of the instructor would not permit this addition nor the budget. However, the women were encouraged to meet on their own to exercise. This happened once or twice but all women expressed the fact that it was easier to exercise with the instructor there. This was cause for some alarm because the point was for the women to gain enough confidence to continue you on long after the instructor had finished with his class.
Initially, there were to be meetings twice a week. One strictly for the aerobics and the other geared to nutrition. The women found it difficult to attend these separate meetings about nutrition so in the end they were canceled and all nutrition lessons came on the tail end of aerobics classes.
Successes of the course were many. However, the most telling would be the amount of persons who wanted to join the class and the state of the women when the course officially ended.Â Upon commencing with the course the captain of the group and myself were approached by six additional women who wanted to join. Unfortunately, only two were able to be accepted due to the space of the venue. In addition, the instructor said that he would offer classes after this class had officially ended and all of the women expressed intentions of attending.Â In addition to the excitement over more classes all of the women who participated reported back increases in energy and more flexibility. Overall, the class went extremely well, persons were sad to see it end and had learned a great deal that they could and expressed interest in doing until the initiation of the next class.
The second of Rachelle Hall’s projects conducted in White Water, Region 1.
The youth sports group of White Water consists of separate boys and girls teams. The sports played include cricket and football, but additional activities are often integrated, although they are not played competitively with other villages. The youthâ€™s ages range from 7-17 years old and can be seen practicing their favorite sports during rain or shine, everyday after school.
The FROG grant would assist the Sports Club to repair/purchase various sports equipment that are needed/require maintenance and would help the teams purchase material to create team jerseys to wear during their competitions with neighboring villages (they are currently one of the only teams left, competing in â€œstreet-clothesâ€? attire).
Additional goals will include incorporating health talks involving topics that the youth will be able to personally pick out, and to create an environment where they can discuss these subjects freely. These efforts will help to strengthen the clubâ€™s members through boosting self-esteem and engage them in positive after-school activities.
Under new management by the newly elected Coach, a sports team of 15 boys and 15 girls was constructed. This was a task in itself as the teams were always loosely regimented, previously. Monthly meetings were implemented with a total of three meetings where the sports teamâ€™s future was discussed.
It was decided that the team members most wanted team uniforms to play in. They thought this would inspire team spirit and unification. It also would give them pride in their team when playing against opposing teams. The team decided they would rather have an outside source create the uniforms, as the womenâ€™s sewing group did not have the patterns. The teams came up with their top three favorite colors and style of uniform. Woodpecker Products was chosen to construct the uniforms in Georgetown where they were able to make the uniforms in the teamâ€™s first choice of color.
They also chose to see me on an individual basis, instead of having big group health teachings. They thought this would allow them to receive health information confidentially, on topics they chose. These topics included adolescent development, family planning, STI prevention, and maintenance of body injury.
Immediate: The youth in White Water love to play sports, rain or shine. Keeping them active in a team-building group that promotes healthy lifestyles will steer the members to continue in activities that promote well-being.
Long-term: There are other youths that are currently interested in the sports team but have not made an active membership. As they begin to see the positive outcomes for the participants it will further their desire to join.
All of the sports teamâ€™s goals and objectives were met, except the first. All the funds were used for the team jerseys, per vote by the team. However, there was not enough money to purchase/repair sport equipment. The womenâ€™s group, however, supports the team with a donation of $3,000 GYD per month for items in need of repair. Health issues were discussed with the youth on an individual basis and no prize money was needed for participation.
As it was difficult for the group to always meet as a whole, quite the opposite happened when the members would visit me in the Health Hut on an individual basis. I saw a lot of the participants open up and ask questions related to their chosen topic. They were eager to learn without the embarrassment that would have inevitably taken place if the subjects were discussed in front of the group.
Rachelle Hall serving in White Water, Region 1, has completed TWO projects with ONE FROG Grant! Way to go Rachelle! Here is what she had to say about here first project.
In White Water, an Amerindian village near to the Venezuelan border, there is only one women’s group that is presently hanging on a thread. It is a sewing group who share one debilitated sewing machine, do not have funds for materials, and are thus unable to enjoy the companionship of their fellow female community members during group meetings.
The FROG grant will provide the White Creek Sewing Club with funds to purchase/repair sewing machines, while gathering materials and supplies, helping to lay a foundation for current/future sewing projects.
The main area that the group wanted assistance with was their sewing section. Presently, the sewing machines available were missing parts, and the group lacked materials and resources to upstart their projects. They decided as a group to use the funds to purchase these items.
The funds were spent on two separate trips to Georgetown. This was done so the group could review the items bought and make further recommendations for the second trip to Georgetown. At the meetings, which consisted of four total, health talks with content involving womenâ€™s health were discussed. The group would then choose a topic to discuss at the next meeting. These subjects included material on HIV/AIDS, breastfeeding, and maternal health.
The women are hoping to use the materials to sew products such as accessories and clothing at community functions and use the money to further their groupâ€™s finances. Presently they have saved $19,190 GYD with a collection of $100 GYD per month from participating members.
Immediate: The womenâ€™s group has now gained valuable tools to help promote their finances, which they will use towards management of the group and other community efforts. Meeting together will strengthen their relationships with each other and provide the women with a job/hobby outside of the household.
Long-term: Successes observed will spark interest of not only women over 25, but also a younger crowd. A variety of items can be made that interest the youth of the community and may influence the desire to learn a craft of their own. Participating in the sewing group will also be a great hobby and healthy activity for the youth of White Water.
All of the womenâ€™s groupâ€™s goals and objectives were met, with the purchasing of sewing items and materials. The group especially enjoyed picking the various health topics together and focusing on the effects these topics had specifically on women. Some of their spouses even attended some of the meetings, to see what kinds of projects the group was considering.
It meant a lot to the group that they were included in the funding from the FROG grant. They were surprised that the money would be available to aide them in their sewing projects as most grants in the village revolve around manual labor from men. The group leader stated she was inspired by the opportunity and knew that the women had many talents and that now they would have no excuse but to put these talents into practice.
For the last several months the Friends & RPCVs of Guyana Board has worked hard to revamp the growing FROG Grants program. We thank you for your patience during this time and we hope the new process makes applying and receiving a grant easier for both applicants and the review board.
While much about the program is still the same, here are some important changes to note:
- In addition to health, education, the environment and economic development, FROG grants will be awarded in the area of culture.
- Currently, FROG has a yearly grant budget of $4000 (this can change at the discretion of the Board of Directors).
- FROG will award $1000 worth of grants each quarter and is now only accepting grant applications four times a year according to the schedule below.
Quarter 1 â€“ Application Deadline October 1st, Award Decision November 1st
Quarter 2 â€“ Application Deadline January 1st, Award Decision February 1st
Quarter 3 â€“ Application Deadline of April 1st, Award Decision Deadline May 1st
Quarter 4 â€“ Application Deadline July 1st, Award Decision August 1st
- FROG provides small grants of up to $500. The Board of Directors reserves the right to fund projects for the full amount requested or partially, based on their assessment of the proposed project.
- The FROG Board of Directors requires at least a 10% financial or material contribution from the community being served by the grant project.
- After a grant has been awarded to a currently serving Peace Corps Volunteer, FROG will notify Peace Corps Guyana of this grant and will send a copy of the final report once that has been submitted.
If you are interested in applying for a FROG Grant, please carefully review our grant policy and complete and submit a comprehensive proposal using the FROG Grants Application Form. If you have any questions about the FROG Grants program, please email firstname.lastname@example.org.
Mica Gaard, a Peace Corps Volunteer serving in Guyana, was a recipient of a FROG Grant earlier in 2010. Serving in the Corentyne, Berbice district of Guyana, Mica pioneered the Guyana A.R.T.S. program designed to build and strengthen the community of youth and teens in the area. The project has been very successful thus far, and a summary report can be found below.