MONA Foundation Annual Report 2011 - TKP on page 16

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Dear friends of Mona

On behalf of the Board of Directors, I extend our heartfelt thanks for yet another year of generous support. Despite initial challenges during the first six months of operations because of unfavor-able and uncertain economic conditions, I am happy to report that we met all of our commitments to the social and economic development initiatives we support. Thank you for being a part of the Mona family and for staying the course with us.

This year, our Annual Report is about the impact your contributions are making in the lives of thousands of children and their communities. For example, three years ago in Haiti, a wonder-ful woman decided to single-handedly provide shelter and education to as many street children as possible. She converted the garden of her home to a make-shift school, rented a house in the neighborhood and overnight became the “angel of mercy” for 25 children. Today because of your support, this “Home and School” has become a second Annex for Zunuzi School and serves 85 children. One of these former “street children” placed 2nd in Haiti’s national school exams last year.

George Marcellus School in rural Guerot is another example. Prior to Haiti’s 2010 earthquake, the school had three classrooms and 85 students. It was the only school in the area left standing after the quake and they worked hard to accommodate children who had lost their schools. Today, there are nine classrooms serving 225 students grades K-6, and they provide one meal a day to every child and extend educational support to both the students and their parents.

Another example is Digital Study Hall (DSH) in India, focused on improving the quality of educa-tion for disadvantaged children and young women in rural and slum schools:

▪ In their hub in Lucknow, they served 30 schools with more than 2,000 children and also pro-duced 2,500 recordings of lessons in English, math and science in Hindi, Bengali, Kannada, Marathi, Nepali, Tamil, Urdu and English, and 1,500 additional videos of other materials such as stories, special science and history topics, and training sessions.

▪ This year they added six new schools and reached out to an additional 600 students in the poorest rural communities in the states of Uttar Pradesh & Madhya Pradesh.

▪ They signed an agreement with UNICEF India to extend the DSH Critical Dialogues gender equity project to 38 KGBV Schools (Girls’ Residential Schools) reaching 3,800 adolescent girls.

▪ As a result of their work, they won third place (out of 650 applicants) in the prestigious Peter F, Drucker Award for Non-Profit Innovation.

In the end, our lives find meaning through knowing that what we do as individuals every day mat-ters and makes a difference in someone’s life somewhere. The Mona Foundation Board and staff have a special vantage point: On the one hand, as the “trusted trustees of your goodwill,” we have the unique privilege to get to know you and at the same time, see the thousands of lives you impact and change every day in 15 social and economic development initiatives in 10 countries. Thank you for who are you and what you do.

Just as our children and schools count on us for continued support of their development work, we count on you to stay with us as you have in the past years. Please take a moment, review the schools we support, choose one, and adopt it for your support this year. We are here for the long run, in good times and in bad, and commit to you as stewards of your generosity our very best efforts on behalf of every child we support.

With loving greetings,

Mahnaz JavidPresident

A letter from the Mona Foundation Board of Directors

Table of contents

Adcam (Brazil) ..................................................3

Anis Zunuzi (Haiti) ............................................4

George Marcellus (Haiti) ...................................4

Anis Zunuzi Annex School (Haiti) .......................5

Badi Foundation (China)....................................6

Badi School (Panama) .......................................7

Barli Institute (India) ..........................................8

Corde (Cambodia) .............................................9

Digital Study Hall (India) ..................................10

Mongolian Development Centre .....................11

New Horizon School (Haiti) .............................12

Rancho Sespe (U.S.A) ....................................13

Ruaha Secondary School (Tanzania) ................14

Sunflower Mission (Vietnam) ............................15

Teaching Kids Programming (U.S.A) ................16

2011 Events & Recognition Review ................17

2011 Financial Report ...................................18

2011 Donor Lists ...........................................20

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ADCAM: Association for the Cohesive Development of the Amazon

ManausBRAZIL

The Association for the Cohesive Development of the Amazon (ADCAM) began in 1985 as a small orphanage in one of the poorest neighborhoods of Manaus, Brazil.

Since then, ADCAM has developed organically to meet the needs of the urban and rural poor. Today, it’s a nationally-recognized educational institution, serving over 4,000

students from pre-school through college. To learn more about ADCAM visitwww.monafoundation.org/project/ADCAM/1

▪ 400 people attended vocational training courses held at ADCAM and IPRAM. ▪ 26 students were provided scholarships to attend Tahirih College. ▪ 51 students were provided scholarships to attend the Masrour Vocational School. ▪ 80 students were provided scholarships to attend the Masrour Institute of Technology.

A chance to learn and growWith your support, in 2011 Mona Foundation was able to fulfill one of our largest annual commitments to-date for a partner project. A major part of the funding was for scholarships.

School is not free in Brazil and often the poor cannot afford to go. The students in ADCAM’s programs come from neighborhoods where crime, violence, drugs and teenage pregnancy are the social reality. Family income is min-imum wage or less. All this would seem to create a disincentive to get an education, but watching how the students blossom, the staff at ADCAM say, “After monitoring the vari-ous programs we came to the conclusion that these kids just need a chance – an opportunity to grow and develop their potential.”

Here are two examples of the many requests ADCAM receives from parents for scholar-ships for their children.

“Peter Henry is a 3rd grade student. He is a very bright child and we are struggling so I ask for this scholarship from ADCAM for him to continue enjoying a good education in this prestigious school. My family has an income of $403/month and most of that is committed to our basic living expenses.”

“My son is in the first year of elementary school. I am asking for a scholarship because we are unable to afford private school. The public school he was studying in shut down nine months ago and has no known plans to begin classes again. My son has not been in school since. I am unemployed and my hus-band receives minimum wage. My heart breaks when my son asks to go to school because I know he has the desire to learn new things. At ADCAM he will have the chance to learn and grow.”

2012 Project Needs

2011 Support Received

Center for Family Development - Support for 100 students includ-ing scholarships, coursework, uni-forms and sports equipment

26 Scholarships for Tahirih Col-lege and 51 Scholarships for the Masrour Vocational School

Support for 80 students in techni-cal courses and vocational training such as Safety, Administrative & Logistics Operations in ADCAM’s Masrour Institute of Technology

IPRAM (SAT Rural Tutorial Educa-tion Program) - Kitchen equipment (stove, fridge/freezer) and educa-tional materials

IPRAM vocational training courses

Professional training courses that will serve 265 students such as: Basic Computing Skills, Ethics, Citizenship and Social Responsi-bility, Art in Wood, Maintenance, Installation and Repair of Refrig-erators

Vehicle for the Family Develop-ment Center for home visits as most of the families live in remote areas

Masrour Institute of Technology – Youth Apprentice Program

Scholarships

IPRAM (SAT Rural Tutorial Educa-tion Program)

Professional qualification courses – vocational training

Two vehicles for rural home visits and site visits

$60,300

$61,800

$64,000

$25,000

$5,000

$38,220

$31,500

$64,000

$61,800

$23,000

$46,890

$72,000

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Anis Zunuzi 2012 Project Needs

George Marcellus 2012 Project Needs



Scholarships

Summer camp

Doors for 10 classrooms

Teacher training

Furniture

School materials & office supplies

Equipment

Lunch program

Salaries

Scholarships

Computer lab and equipment

Summer camp

School text books

Furniture

School materials & office supplies

Equipment

Lunch program

Teachers’ salaries

$23,000

$2,500

$1,500

$1,000

$400

$600

$1,700

$3,200

$9,400

$65,000

$35,000

$3,000

$1,000

$1,667

$556

$3,615

$2,748

$5,830

Anis Zunuzi School and AnnexesAnis Zunuzi Baha’i School was established in 1982 in the outskirts of Port-au-Prince to provide access to education for the poorest of Haiti’s children. It has also become a haven for neighborhood youth who

use the soccer and basketball facilities, and also for the larger community which uses the school as a gathering place. For example, immediately after the 2010 earthquake, the Zunuzi school grounds became

a “command center” for hundreds of emergency aid workers and volunteers as well as a shelter for hundreds who had lost their homes.

Unlike 75% of schools in Haiti that crumbled during the quake, Zunuzi’s classrooms were not damaged because they’d been built to code. The school administrators were therefore able to make room for more

children and double their capacity to 470 students. Zunuzi’s first Annex, George Marcellus School, was established in 1993 in an impoverished, rural area about four hours from Port-au-Prince. After the earthquake, George Marcellus also doubled its capacity to admit more students who’d lost their schools

and currently provides K-6 education plus one good meal a day to 225 children.

A heart of the communityAt the end of 2011 an individual traveling to Haiti with another organization visited the Anis Zunuzi School. Here are excerpts from her observations:

“People might think it superfluous to build a multipurpose room at a school in a country where general access to education is severely limited. But my guides at the school, and the reality of the scene itself, made me quickly aware of how important this space is.

You see, the children at Anis Zunuzi receive one meal a day. This meal is prepared on site and is planned to provide complete nutrition. For many of the children, this will be their only meal for the day. But to serve this meal, the school must use space that could otherwise be used as a classroom. Indeed, there’s a lack of space to serve meals, hold assemblies where

all students can come together or offer other activities such as the performing arts.

There’s also a positive ripple effect in building the multipurpose room: Once it’s completed, a space currently being used to store construc-tion and other supplies can become the library; a space being used for a cafeteria can become a computer lab. Thus, this single “multipurpose” building opens multiple opportunities provid-ing spaces for other activities to flourish.

The building is being constructed to earth-quake safety standards. Unlike common pre-earthquake construction, this building has both vertical and horizontal iron rebar reinforce-ment, a concrete slab to support the weight of the concrete reinforced cinderblock walls and a concrete roof designed to suit the rainy sea-sons of Haiti.

When not in use for school purposes, the multipurpose room will be made available to the community and can become a heart of the neighborhood…yet perhaps by having pro-vided a holistic and caring education for the children of Haiti, Anis Zunuzi School already is that heart.”

Anis Zunuzi: ▪ Served 412 students; the majority are

girls in primary and secondary grade levels.

▪ Provided 4-week long summer camp to 85 students .

▪ Provided 48 full scholarships. ▪ Provided educational support and fees

for all other students. ▪ Provided one nutritious meal a day to

everyone. ▪ Provided access to clean water to all

students and the surrounding commu-nity.

▪ Began the construction of the multi-purpose room to accommodate a dire need for a place to eat and for addi-tional classroom capacity.

George Marcellus: ▪ Served 225 students grades K-6 . ▪ Provided educational support to both

the students and their parents. ▪ Provided one meal a day to every child.In

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Dining Room being built

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2012 Project Needs


Salaries

School supplies

Repairs, furniture and gardening

Teacher training

Lunch program

Clothing, food, medical

Transportation, communication

Salaries & training

School supplies

Furniture & repairs to home

Cantina

Rent for the home for street children

Household repairs, items, furniture

School fees and uniforms, clothing

Food, transportation, medical

Support visits to parents

Extra training for boys in gardening & computer skills

$12,700

$300

$1,000

$350

$300

$2,000

$2,500

$9,300

$250

$2,400

$460

$2,600

$1,100

$2,550

$10,700

$100

$720

Anis Zunuzi Annex School & Home for Street Children

Three years ago, a wonderful woman decided to single-handedly provide shelter and education to as many street children as possible. She converted the garden of her

home to a make-shift school, rented a house in the neighborhood and overnight became the “angel of mercy” for 25 children. Today, this “Home and School” has become the

second Annex to Zunuzi School, serving 85 children. One of the street boys placed 2nd out of all the students in the country in Haiti’s national school exams last year. Learn more at http://www.monafoundation.org/project/Anis-Zunuzi-Annex/5

Fear of earthquakes still persists in Haiti. Last year, even though the home that had served as classrooms for the Annex was repaired, the students still preferred to study outside. The number of students was limited to 22 per class. An outdoor toilet was built and a wa-ter supply installed in the yard. The walls of the school yard were repaired to insure more safety in case of another quake. The little out-door kitchen was also improved to facilitate the food preparation and cleanliness.

The majority of the boys showed consider-able improvement in their human relation skills, devotion to their schooling and inter-est in studying materials encouraging a spirit of community service. Three parent meetings were held in which the topics of discipline and encouragement were explored. Most of the parents were beaten as children and remember their humiliation, anger and fear so are conse-quently interested in changing their approach. The students are a challenge to discipline part-ly because they’re used to being beaten and when this does not happen they think they can

continue their undesirable behavior. Teachers and parents see the need for a united effort to learn new ways of supporting good behavior and changing not so desirable ones.

The parents were informed that the boys would be returning home either during the summer vacation or at the end of December; the choice would be theirs to make. All of the parents showed understanding and one even com-mented that it was normal that they now return home. The boys feel that they’re ready becauseof the skills they’ve gained but have expressed

both sadness and happiness about being sent home: Happiness that they’ve progressed and are able to return to their families; sadness be-cause they will miss each other.

When asked what skills they thought would help their parents one boy said, “They need to develop love.” Others remarked, “Parents should not speak badly to their children;” “shouldn’t beat them, talk to them instead;” “learn how to express love for their child, how to talk to them.” Most of the boys have only one parent. One has none. Yet all have ad-vanced greatly due to living in a stable home with a loving environment and with the disci-pline of a regular schedule, regular schooling and a strong spiritual influence. Much care must be taken to provide the necessary support to assist them to continue to advance.

▪ Provided shelter, medical care and food for 100 children (the population varied during the year as the school makes efforts to reunite children with their families.)

▪ Expanded the make-shift school to accommodate 4 grade levels. ▪ Provided tutorial services to help students “catch up” with their age group. ▪ Collaborated with like-minded organizations to provide counseling services to the children. ▪ Reunited 1/3 of the students with their families. ▪ Placed several “ready students” at Zunuzi School free-of-charge.

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Badi Foundation

Based in Macau, China, the Badi Foundation has worked since 1990 to bring about bal-anced development through the design and implementation of education and training

programs. The Institutional Capacity Building Program facilitates the establishment of community-based organizations to contribute to local sustainable development projects in rural China. Badi Foundation also implements an Environmental Action Program to strengthen the scientific and agricultural knowledge of rural women. Learn more at

www.monafoundation.org/project/Badi-Foundation/18

Creating an atmosphere of unity to improve community lifeThe Hai Yuan Ai Xin Environment Service Centre is one of the community-based orga-nizations the Badi Foundation supports. The Centre conducted a five-day Environment Action Program training in Jin Gou village, Ningxia Province. Many women from the vil-lage attended the training which focused on developing participants’ abilities to consult together and build a prosperous and harmoni-ous community. They also studied concepts of ecologically sustainable farming. After the training, the women began to participate more actively and apply what they had learned to the development of their community and an atmo-sphere of unity, consultation and co-operation developed.

As an initial activity, the participants ana-lyzed their agricultural production practices to assess whether they were environmentally sustainable. They discussed how the common fertilizers and composting practices they were using led to more crop pests and diseases as well as environmental pollution. As a result, they decided to apply more scientific methods to their composting practices. The new pro-cess they used was a result of their enhanced understanding of the science of composting.This modified composting practice led to fewer pests and better crop production. The villagers of Jin Gou village used this modified fertilizer to grow a large crop of potatoes, much more than they achieved with their previous com-posting method, and demonstrated the power of application of scientific knowledge through unified action.

▪ Institutional Capacity Building Program (ICB). • Collaborated with 21community-based organizations (CBOs). • These CBOs have worked with over 9,000 people in rural China since 2005.

▪ Environmental Action Program (EAP). • Over 1,500 program participants. • 2 EAPs officially registered as NGOs with local authorities.In

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Training, accompaniment, monitor-ing and evaluation of community-based organizations carrying out Badi Foundation programs across China

3 capacity building seminars for community-based organizations

Activities for identification and training of human resources to start new community-based orga-nizations

Training of Badi Foundation trainers

Training, accompaniment, monitor-ing and evaluation of 25 communi-ty-based organizations carrying out Badi Foundation programs across China

3 capacity building seminars for community-based organizations

Training of Badi Foundation trainers

$59,000

$6,000

$5,000

$10,000

$54,000

$6,000

$10,000

CHINA

Your support in 2011 helped Mona Foundation contribute to the work of the Badi Foundation and the Com-munity-Based Organizations (CBOs) it supports around China, One key focus area is to assist participants in the Environmental Action Program to plan and carry out local service projects such as the one described below:


Badi School Funding academic excellence and hope for a better life

Badi School has been working in one of the poorest areas of Panama since 1992. It started as a kindergarten in the carport of a family that wanted to serve the community.

Over the years, it’s grown into an institution offering classes through 12th grade, recognized for excellent academics and moral leadership training.

Learn more about Badi School at www.monafoundation.org/project/Badi/17

Scholarships are particularly important to the students of Badi School. The school is located in Panama City, Panama (population 1.5 mil-lion) on the border of the town of San Miguel-ito where indigenous Embera and Kuna ethnic groups constitute over a quarter of the popula-tion. Four out of ten families in this area are

homeless. Teenage pregnancy is widespread (affecting 2 out of 5 girls). While the GDP per capita is $6,700 in Panama, the majority of families in this area have a monthly income of approximately $200.

Although school is free in Panama and com-pulsory for children between the ages of 6 and 15, nearly half the children in the San Migueli-to area do not have access to education. The Badi School selects its scholarship recipients based on good grades and financial need. Edu-cation is their best hope for a better life.

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4000 applicants nationwide in Panama’s Technological University entrance exams. ▪ Additional Badi students (7) were admitted into the National University of Panama, also with

the highest grades. ▪ As part of an agreement with the Ministry of Education, 26 11th grade students taught virtues

classes to 750 students at a nearby elementary school. ▪ In 2012 Badi School will have the capacity to serve 415 students and has received 1,600 ▪ applications from others who hope to attend.

2012 Project Needs


Scholarships (55% tuition for 15 students)

Computer lab upgrade

Arts program and pre-youth program

Scholarships (55% tuition for 15 students)

Replaced a computer server and related equipment for the computer lab

Arts program and pre-youth program

$8,486

$11,844

$2,500

$8,486

$4,000

$2,500

Panama cityPANAMA

Your support in 2011 helped Badi School continue its commitment to academic excellence by funding partial scholarships for 15 students, a new computer server and other equipment, and also by funding their arts program.

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Barli Institute

The Barli Institute for the Development of Rural Women has worked in India since 1985 to increase gender awareness and equality by addressing the challenges confronted

by socially and economically marginalized girls and women in Madhya Pradesh, one of the poorest areas in India. Barli uses training combined with practical knowledge to assist women in building their capacity to improve the lives of their families, their com-

munities and themselves. Learn more about Barli Institute at www.monafoundation.org/project/Barli/16

“Women support the structure of the family and the community”Barli was created to address the challenges confronted by marginalized young girls and women from rural and tribal communities in Madhya Pradesh. The communities where Barli operates are considered the most socially and economically deprived in India. Girls and young women ages 10–24 are the most vulner-able section of society. They face systematic disadvantages over a wide range of welfare indicators including health, education, nutri-tion, labor force participation and the burden of household tasks. Because of deprivation and discriminatory cultural norms, many poor girls are forced to marry at a very young age and are vulnerable to HIV, sexual violence and physical exploitation including trafficking. They lack the full range of economic opportu-nities and their contribution to families is often devalued because of gender bias. As a result many girls are seen as unworthy of investment or protection by their families.

The rate of female literacy in Madhya Pradesh is among the lowest in any state in India. Hav-ing been deprived of access to education these women lack the confidence or knowledge to transform their lives and remain vulnerable, in-capable of exerting any power to effect change in their society. Training and knowledge is therefore the major step towards empowering young girls and women to face the problems in their communities.

The objective is that, once empowered with such training, the women can return to their home villages and become “pillars” of their families and communities — agents for chang-ing the social and physical environments, In-deed, “barli” is the local word for the central pillar of the house, and like the “barli,” which supports the physical structure, the woman supports the structure of the family and the community.

Barli Development Institute has an extension center in Chhattisgarh State to help women who typically cannot leave their families and homes to begin schooling in Indore. They are also working with pregnant women, lactating mothers, children and school students.

2012 Project Needs

Program and training costs

Operational expenses

Salaries and benefits

Staff travel

Capital costs

Operation costs for two local training centers for 6 months

$11,000

$6,000

$18,500

$1,000

$500

$3,000

▪ 150 rural girls and women trained on-site at Barli, They leave the Institute fully literate and learn about maternal child health.

▪ 120 young women went through training at the extension centers. ▪ To date the Barli Institute has trained over 6,000 girls and young women from 500 villages

throughout central India.

IndoreINDIA

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CORDE: Cambodian Organization for Research and Development

CORDE has been working in Cambodia since 1994 to educate children and to promote community well-being. Following the tragedy of the “killing fields” when so many of the educated were exiled or executed. CORDE determined that only education could

re-build their country. They support education for children and youth in the remote vil-lages of the country where a large percentage have no access to education.

Learn more about CORDE at www.monafoundation.org/project/CORDE/15

Strengthening two decades of growthIn 2011, CORDE made the decision to consol-idate their growth and focus on strengthening their roots which include the community pre-schools and Programs for Social Action in the villages and in the current Centers of Learning which have been built over the past few years.

Through your support over the last year, three new Centers of Learning were built, 39 youth received scholarships, thousands of children were reached through tutorial classes, child health and child education classes were pro-vided to factory workers, and much more.

In addition to supporting tutorial classes at the Centers of Learning, CORDE also sponsored the observance of Environment Day, Inter-national Women’ s Day, and held Children’s Festivals in 13 Centers of Learning with the participation of the local authorities and the

▪ CORDE supported 109 tutorial classes conducted by 100 teachers and attended by 2,610 students.

▪ 39 youth received scholarships funded by Mona Foundation to pursue university education, The majority are determined to become teachers.

▪ 3 Community Centers of Learning were built in three villages: S’Dey, Oakchey and Kampong Thom.

▪ Through a social responsibility initiative of one of Mona Foundation’s corporate supporters, CORDE was able to provide seminars on health and child education to 200 workers of the Canteron Factory in Phnom Penh.

2012 Project Needs


Due to CORDE’s decision to consolidate their growth and to strengthen their roots, they have not requested funds from Mona Foundation for 2012.

Tutorial classes

Scholarship fund for teachers to attend university

Teachers’ salaries

Centers of Learning (CCL) operations

Kindergarten/Pre-School

Corporate social responsibility initiative

Capacity building for staff

Land purchase for CCL in Kampong Thom

New Center of Learning in Kampong Thom

New Center of Learning in SangkumThmey

Community Education

Infrastructure

$17,000

$6,500

$12,000

$14,000

$3,400

$4,200

$2,900

$5,000

$7,000

$7,000

Phnom PenhCAMBODIA

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villages. An estimated 1,300 people participat-ed in the celebrations.

CORDE was also honored as one of Ten Ac-complished Organizations by TAYO ASEAN, a recognition program for outstanding orga-nizations serving youth in the Association of South East Asian member countries that have implemented sustainable programs, projects and activities that may be replicated by other organizations. CORDE’s award was for the mobilization of youth for community service and youth volunteerism.


Digital Study Hall

Established in 2005, Digital Study Hall (DSH) works to improve education for disad-vantaged children and women in rural and slum schools in India. They use simple, ap-propriate technology and local resources to film the best local teachers and then distrib-

ute the DVDs to the schools. Learn more about DSH at www.monafoundation.org/project/Digital-Study-Hall/14

Training the trainers – scaling to bring education to the poorest areas of India

Gender Equity Education

DSH grew 500% the number of District Insti-tutes for Education and Training (DIET) where they serve to train teachers – from 12 DIETs in 2010 to 70 DIETs in 2011. They conducted trainings for 86 Teacher Educators from 58 DIETs and the feedback received indicates that the trainings were a major success. 70% of the training institutes have successfully integrated DSH videos as part of their teacher training courses.

▪ DSH ran pilot “hubs” in cities in India, Pakistan, and Nepal. In the “founding hub” at Lucknow, they served 30 schools.

▪ They produced more than 2500 recordings of lessons in English, math, and science in Hindi, Bengali, Kannada, Marathi, Nepali, Tamil, Urdu and English, and 1500 additional videos of other materials such as stories, special science and history topics, and training sessions.

▪ They added six new schools and one tuition center reaching out to an additional 600 students in the poorest rural communities in the states of Uttar Pradesh & Madhya Pradesh.

▪ They signed an agreement with UNICEF India to extend the DSH Critical Dialogues gender equity project to 38 KGBV Schools (Girls’ Residential Schools) with 3800 adolescent girls.

▪ DSH won third place (out of 650 applicants) in the prestigious Peter F. Drucker Award for Non-Profit Innovation competition.

DSH also signed an agreement with UNICEF India to provide their “Critical Dialogues” gender equity training to 38 KGBV Schools (Girls’ Residential Schools) that will reach 3800 adolescent girls from the poorest com-munities in the three most educationally de-prived districts of the state of Uttar Pradesh, India. The project will help to address issues like child marriage, domestic violence, sexual abuse, and girls’ right to education.

In India’s rural and slum schools most edu-cation is based on rote memorization. DSH’s training has improved students’ and teachers’ understanding, creative participation and per-formance at even the poorest schools. Follow-ing are some teachers’ comments:

Poonam Upadhyay, teacher at Sahara City Homes School in Lucknow:

“Earlier, children would just listen to what we were saying. We didn’t know we could get them to generate their own answers, but now when we ask them something they come up with an-swers themselves. They have even started ask-ing more questions about things around them.”

Some of the children used to spend all of their time gambling on the streets. Sushma, the tu-tor at Mavaiya Tuition Centre in Lucknow has managed to convince them to come to school and kept them engaged through activities in-spired by the DSH lessons.

“These children are very interested in playing marbles, so I collect those marbles and teach them tables, multiplication and division. I also play games to teach them numbers or even words. I write the numbers on the ground in a hopscotch square, say a number, and they have to jump to that number.”

2012 Project Needs


Content creation of new classes on DVD

School monitoring/teacher training

Adding 38 New Schools/Tuition Centers

Monitoring 58 newly added DIETs and providing them with complete sets of DSH content

Operations costs of running the office

DSH staff training

To hire a Director for DSH

Content creation, updating, validation

School monitoring/teacher training

Adding new schools

DSH in all DIETs of the state

Revive DSH in Bangladesh, Kolkata & other hubs

Infrastructure

DSH staff training & capacity building

$15,000

$23,000

$4,000

$7,000

$5,000

$2,000

$18,000

$13,500

$21,000

$2,220

$10,000

$15,000

$7,780

$4,500

INDIA

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Mongolian Development Centre

Since 1993, the Mongolian Development Centre has worked to empower individuals, communities and institutions through education and training to support the process of building a progressive and sustainable society. Their main programs include an

Early Childhood Development Program, a Junior Youth Empowerment Program, and a Community Capacity Building Program that includes a Microfinance Program. Learn

more about the Mongolian Development Centre at www.monafoundation.org/project/Mongolian-Dev-Center/19

Developing capacity at the grassrootsEarly Childhood Development Program A lesson in peace building

Junior Youth Empowerment Program A lesson in how to be happy

Community Banking Microfinance Program A lesson in unified action

During an art lesson 4 boys were seated to-gether around the table. One of them said, “I need a blue crayon to paint the water under ship.” The boy next to him held out a blue crayon but another boy took the crayon. The first boy said, “I only need the blue one.” The second boy gave him another color. He said, “No, I need the blue.” The boy who took the blue color started to paint on the first boy’s sheet. The first boy said, “I wanted to paint by myself. But it’s OK if you want to paint,” and started painting from the other side.

The village youth decided to help people who were working at the local market. It was a very cold winter. The youth divided into groups and cooked milk tea. They went to the market

▪ The Early Childhood Development Program was implemented at 42 kindergartens in seven localities, involving 292 teachers and assistant teachers in 146 classes with 5,878 students.

▪ ▪ The Junior Youth Empowerment Program, focusing on character education and becoming

agents of positive change through service to the community, was implemented in 12 schools in 5 cities, involving 1,623 Junior Youth in 53 various groups.

▪ ▪ The Community Banking Microfinance Program operated ten community banks in two cities,

with a total of 179 members. They focused on encouraging and empowering individuals to join with like-minded friends and neighbors to start their own community bank dedicated to promoting the progress and prosperity of their families and communities.

This year at the Delgerekh Community Bank in Baganuur, bank members heard about hepa-titis spreading widely in the area. The mem-bers consulted and decided to use their pool of ‘donated’ funds to help the families that were not able to afford the vaccination. Vaccination against this disease is expensive in Mongolia so most of the families cannot afford it for their children. The governor of the district provided some resources but he was not able to supply all low income families. The bank members provided vaccination for 70 children from vulnerable families.

2012 Project Needs


Materials, printing and suppliesTraining for teachers and parentsPlanning, monitoring & evaluationCommunication Equipment

Materials, printing and suppliesTraining courses including summer campMonitoring and evaluationGroup activitiesReflection meetingsYouth Service ProgramTelecommunicationEquipment

Materials, printing and suppliesHuman resource developmentCommunity bank trainingCommunity bank activityTelecommunicationTravelEquipment

Early Childhood Development ProgramJunior Youth Empowerment ProgramCommunity Capacity Development Program

Early Childhood Development Program

Junior Youth Empowerment Program

Community Capacity Development Program

$18,225$11,395$9,729

$747$692

$3,959$14,085

$1,019$3,637$6,371$2,818$2,308$1,962

$3,099$758

$3,120$407$987$437$800

$25,081

$38,119$19,360

MONGOLIA

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and offered the people hot tea and gave them some bread cooked from rice and flour which the youth collected. The people were so happy and appreciated what the youth had done. They had very warm conversations and the youth felt like family members. The youth were so happy even though outside it was so cold, The youth also cleaned the snow outside of the market.


New Horizon School, HaitiNew Horizon School is the result of a community process that began when 80 villagers sought the support of the director of the French Hospital to start a preschool for their children. In 2003, New Horizon Foundation was formed and set its sights on estab-

lishing an educational complex to help train a new generation to be able to participate in Haiti’s development. New Horizon School opened in 2007 and year by year adds

infrastructure to support activities in education, sports, culture, health, environmental action, entertainment and all initiatives conducive to the social and economic develop-

ment of Haiti. To learn more about New Horizon School visit www.monafoundation.org/project/New-Horizon-School/9

New Horizon is fully underway towards achieving the goals of its five year plan to build an educational complex to provide K-12 and technical education for 1,200 children and a base to offer professional culinary training to women and girls from the villages to help them increase family income. In 2011, five primary grade classrooms were completed and four new classrooms and toilets are near completion. The focus this year is to construct a dining hall and kitchen to provide meals for the children and a facility for vocational train-ing. Following are some excerpts from New Horizon’s 2011 year-end report on their ex-panding vision to serve the community:

“I think that we must broaden our goal, and it’s not only a School of Culinary Arts that we need, but rather a school related to the hospi-tality industry, which will allow us to welcome our students, girls and boys, who have com-pleted the three years of middle school, and whose parents can’t afford a university educa-tion. As such they will have a technical degree recognized by the State. With that diploma, the possibilities of finding employment in the hos-pitality industry in Haiti as well as abroad are far greater.

“Our vision is that while our own students fin-ish their schooling, we’ll operate as a School of Culinary Arts for women. The Haitian Red Cross has asked Ms. Devarieux, the Director of the School for Culinary Arts in Haiti, to do

a 100-hour pilot program and train a group of thirty women. Once the results are reviewed, we can open registration at our school. Ms. Devarieux has agreed to partner with New Ho-rizon to offer this vocational training.”

▪ Serves 257 students. ▪ Completed construction of 5 primary classrooms to double the capacity of the school. ▪ Began developing a vocational training program for women in surrounding villages in partner-

ship with Haiti’s premier School of Culinary Arts. ▪ In June 2012, New Horizon will graduate its first 1-6 graders.

2012 Project Needs


Scholarships for 57 students K-6

Construction of five new classrooms to complete the kindergarten

Construction of Hotel Management classrooms

Construction of 5 classrooms

Vocational training program

Kitchen facilities

Land for basketball/volleyball recreational court

$20,000

$111,000

$112,500

$90,000

$100,000

$60,000

$16,000

HAITI

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Rancho Sespe

For 10 years, the RanchoSespe project, a program of Full Circle Learning, has served the children of migrant families in Ventura County, California. They offer a summer program that focuses on helping students achieve academic excellence while building

character strength, creativity and conflict resolution skills.Learn more at www.monafoundation.org/project/Rancho-Sespe/7

▪ The three week summer school served 13 preschoolers, 22 elementary and 12 secondary students.

▪ One of the program’s long-term students became a teacher in the summer program and will teach evening enrichment classes. 2012 Project Needs


Teachers/aids

Student transportation

Learning materials, literacy, nutrition

Administration/program-related taxes, insurance

Teachers/aids

Student transportation

Learning materials, literacy, nutrition

Administration/program-related taxes, insurance

$6,800

$1,000

$1,200

$1,219

$6,800

$1,000

$1,000

$700

Habits of HumanitariansThe Rancho Sespe program operates in a small farming community in Southern California. One hundred families live in a remote HUD housing project and the children have nowhere to go during the summer. For more than a decade, they have gathered to attend the Rancho Sespe sum-mer school. This year they focused on the ‘Habits of Humanitarians’ and applied this concept in academic content, through the arts and in service projects that blossomed into community and personal transformation focusing each week on a different theme.

Week 1: Universal Connectedness

Week 3: HumanitarianismWeek 2: Farsightedness

A study of the universal connection with all people from every walk of life drove this year’s proj-ects. Guests at a facility for developmentally-challenged adults expressed heartfelt emotion at the level of understanding and sophistication behind the students’ service-learning projects. To create an opportunity to connect with someone unlike themselves, students and parent volunteers took a field trip to ARC of Ventura County, a program that helps disabled adults become self-dependent.

Students discussed different ways they can practice humanitarianism in their families and community. Some ideas that the students shared were to always act in a respectful, kind, sacrificial, and loving way. Their service was to prepare fruit baskets and bags of food to de-liver to Rancho Sespe seniors. They also pre-pared a gift to send to Haiti, their global part-ner this year. They made art to demonstrate that when we connect by recycling and taking care of the environment we can change the world.

During this week the students learned to make wise choices by looking at the long term ef-fects. The middle-school students were en-couraged to visualize a contaminated earth and recognize ‘the value of looking ahead’ to pre-vent or correct problems like global warming. Some solutions they devised were to prevent global warming by recycling and not wast-ing water, and instead of trading oil for food, to find and use more land for farming to feed more people locally.

FillmoreCalifornia

U.S.A

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Ruaha Secondary School

Ruaha Secondary School started in 1986 in response to the dire need for quality sec-ondary education, especially for girls, in southwestern rural Tanzania. Initially,

girls didn’t come because traveling each day from their home village was difficult and dangerous. So, the school added full boarding to encourage girls to attend. As a result, today, two-thirds of the 750 students at Ruaha are female. Learn more about Ruaha at

www.monafoundation.org/project/Ruaha-Secondary-School/6

Ruaha School has undergone various changes in its development as it grows in its capacity. It’s now managed by the Ruaha Mwongozo Foundation, a Tanzanian non-profit which has made great strides on various fronts. They’ve maintained and improved Ruaha’s excellent reputation for academic achievement and have undertaken capital projects to upgrade and improve infrastructure at the school. This is done under sometimes severe adverse condi-tions created by the socio-economic, political and logistical conditions in the country and the region.

With your support in 2011, Mona Foundation funded a major water-supply/sewage/drain-age project that provides clean, safe drinking water to the Ruaha community. This was not easy to do in an area as remote as Ruaha is. The primary challenge was coordination of communications between the contractor, the local engineers and the engineers in Zambia. Nevertheless they completed the project in just under a year. Ruaha is committed to creating a healthy and productive learning environment for the students and staff so they can continue to excel and serve the community.

▪ Mona Foundation funded 14 scholarships. ▪ Mona Foundation funded four teachers to continue their university education. ▪ Ruaha completed a major water-supply/sewage/drainage project.

2012 Project Needs


Student scholarships

Student scholarships

Educational assistance for teachers

New & improved water supply, new oxidation ponds & associated works for sewage system

$15,000

$15,000

$8,000

$55,000

Students engage in community developmentRuaha students are deeply involved in com-munity service. One example is Clepin Ce-lestin. He completed primary school in the Kagera region (in northwest Tanzania which borders Lake Victoria, Uganda and Rwanda); then in 2001, he enrolled at Ruaha Secondary School under a scholarship program. Clepin was an excellent student and participated in

many student ac-tivities. He vol-unteered twice to do 2-3 month community de-velopment proj-ects in Kigoma and Bukoba during his sec-ondary school-ing. In 2009, he entered Dodoma

University and earned a Bachelor’s Degree in Commerce and Finance. During university holidays he returned to Ruaha to help in the library and finance offices. He continues to assist with various duties and is being consid-ered for a possible long term position in the Finance Office at Ruaha Secondary School.

IringaTANZANIA

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Sunflower Mission

Sunflower Mission has been working in Vietnam since 2002 to improve the future of Vietnam’s children, one student at a time. By forming strong and trusting bonds with

students, faculty and community leaders, the children at their schools consistently become successful volunteers, teachers, and leaders in the community themselves.

Learn more about Sunflower Mission at www.monafoundation.org/project/Sunflower-Mission/4

▪ Sunflower Mission has given over 9,000 scholarships; more than 600 have been at the college level and 100 scholarship students have already graduated from college.

▪ They’ve completed 114 elementary classrooms providing education to nearly 10,000 elementary students every day.

▪ Out of every dollar raised, $99.07 directly supports building schools and providing scholarships.

2012 Project Needs


Build an elementary school with 4 classrooms that will provide education for 320 children

Work camp scholarships for 1 participant from the US and up to 10 participants from Vietnam

10th Anniversary Gala Partner Sponsorship

Mona Foundation Civic Leadership Scholarships – 2 scholarships of $1000 will be awarded to youth participating in a community and personal development program

Scholarships and building new classrooms

$35,250

$10,000

$10,000

$2,000

$42,000

Creating leaders and strengthening cultural bondsThrough your support in 2011, Mona Founda-tion has helped Sunflower Mission continue to build classrooms and also funded their first work camp scholarship. These summer work camps are an integral part of Sunflower Mis-sion’s work Vietnam. The camps provide an opportunity for youth and adults to help build a school and to nurture relationships with com-munities in Vietnam while developing leader-ship skills and strengthening cultural bonds.

Sunflower Mission’s 2011 work camp was in Phu Yen. They had participants from the US. This year had the largest number of teenagers ever participating and Sunflower is very proud of their contribution. Here are a few of the participants’ personal reflections:

“Nearing the end of our 2011 Sunflower Mission Work Camp, I think back and realize all the fun I’ve had throughout this trip through hard work and new-found friendships with the other members on our trip and also with the local children. My favorite was Khanh who ev-eryone called “Jose” because he looks like a cute little Latino boy. I miss him coming up to me, squeezing my cheeks and making a pouty face; I miss him pulling me by the hand and chanting “Cong Em Di” or “Give me a piggy-back ride!” His two-front-toothless grin sym-bolized to me all the fun and joy of the kids as we played ball with them and their glee when they hung on to the rope swing that I and an-other work camp member, Tim, constructed for them. To me, the swing represented our lasting presence at the school – each time any of them

played on it, they would remember us.”

“If you asked me four years ago, I probably wouldn’t have been able to tell you that my passions lie in community development, vol-unteerism, childcare, youth empowerment and education. But, with one fateful dose of “duyên” that brought me back to Vietnam… I met over thirty young individuals who would permanently change my life’s course and pur-pose.”

“It was an honor to join my good friend Ai on the 2011 Sunflower Mission Work Camp not only to do service for the purpose of education or to meet inspiring individuals in the Vietnamese-American community, but to also see four of my kids really seize this service-learning opportunity to help them grow into their own skins. Over the past nine days, I was able to observe my kids go through so many first-time experiences and consequently a mul-titude of personal changes occurred within them. They have all grown in self-confidence, social skills, perspective and passion – the list goes on and on, I couldn’t be more proud of them.”

2012 marks a major milestone for Sunflower Mission as they celebrate their 10th anniver-sary. They have exceeded all goals set back in 2002 when they were founded. We are hon-ored to participate in their progress and look forward with anticipation to all the great things they will accomplish in the coming years.

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ANNUAL16mona foundation ANNUAL16mona foundation

Teaching Kids Programming

Teaching Kids Programming (TKP) began in 2009 in the United States and now serves children all over the world. They work to encourage kids, especially young girls, to

become more engaged in technology by teaching them basic programming skills. The courseware is developed by the two founders and offered to students and teachers

free-of-charge. Learn more about TKP at www.monafoundation.org/project/Teaching-Kids-Programming/22

Mona Foundation is excited to support Teaching Kids Programming (TKP), “Pro-viding technology for girls is incredibly im-portant,” says Mona board president, Mahnaz Javid. “The percentage of girls in math and science has been steadily decreasing in the past several years, enlarging the digital divide and income disparity, and is a great concern to all educators.”

TKP is focused on engaging children, especial-ly girls, in the field of technology, Volunteer teachers and programmers have developed a framework designed specifically for teaching basic programming to children 10 and up and an introduction to programming for children ages 5 and up, The framework consists of 14 weeks of courseware taught in small, practical steps which give rapid visual rewards as the students’ skills progress. The teaching meth-ods follow the philosophy that kids learn best through self-discovery and collaboration.

▪ More than 30 events using TKP courseware have reached over 1,500 students. ▪ The courseware has been taught by TKP-trained teachers in 15 US States and 10 foreign

countries. ▪ Over 95% of children participating said they’d like to attend another TKP event. ▪ The founders presented their methods at the Computer Science Teachers Association, the Agile

2011 International Convention, the 140Edu Convention and the TechEd Convention in New Zealand and Australia.

2012 Project Needs

Complete current courseware development and create new courseware content

Teacher training – video based training for the new courseware

Event coordinator

New teacher trainer coordinator

$7,000

$25,000

$5,000

$12,500

A trailblazer leads other girls to believe In 2010 at the age of 16, Genevieve L’Esperance from Montreal, Quebec, connected with TKP. Her love of technology simply took off from there. That same year, she co-taught the first ever TKP course at Microsoft offices in Wash-ington, DC for 54 girls and 2 boys. At age 18, Gen is the founder of a web-based channel that engages young women to think about technol-ogy, its global social impact and a future career in an industry that holds exciting opportunities for talented young women. She has became a Microsoft Certified Professional and gained

her MCTS SharePoint (Technical Specialist). Genevieve is also a Microsoft Student Partner.

She has been invited to events like Microsoft’s Imagine Cup in Washington, was one of 12 to represent students from around the world at the Microsoft Worldwide Partner Conference last July as a “Student to Business” delegate and is featured in a new Microsoft video highlighting the benefits of technical certifications. She has interviewed people like film director, James Cameron, and speaks around the country to extol the importance of mentoring and guiding young women. She is the youngest teacher of Small Basic, a programming language that al-lows kids to discover the excitement and ease of attaining technology skills and the potential power these skills hold in developing solutions to some of the world’s most pressing issues like hunger, health, environmental sustainability and education. The results have been nothing short of exciting and encouraging in an indus-try that sees too few women and even fewer female role models. Gen is currently an intern at Microsoft Research where she is working on the Microsoft Worldwide Telescope Ambassa-dor Program. While there she will be partici-pating in Teaching Kids Programming events.

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REPORT 17 mona foundationREPORT 17 mona foundation

Mona Foundation 2011 Events & Recognition Review

In 2009, we celebrated 10 years of service to the projects we support. We grew exponen-tially from serving three projects with 450 children in 1999 to serving 19 projects in

10 countries serving tens of thousands children and women and their families over the past 12 years. Our efforts are directed to one primary objective: To continue to build

our capacity to support more projects that provide education to children and to raise the status of women and girls around the world.

Learn more about our goals and vision at www.monafoundation.org,

Awards and Recognition received in 2011

Some Events of 2011September 25th: A dear friend of Mona Foundation decided to surprise her husband on his 80th birthday with a party. In lieu of gifts she asked that the guests contribute to Mona Foundation raising over $4,000! It is really wonderful when people decide to share such milestones in their life with a cause they feel passionate about.

October 22nd: The Southern California Regional Office held an elegant event with a silent auction that raised almost $30,000. Items were donated by dear friends and longtime supporters of Mona Foundation.

November 19th: From the hilarious and heartfelt performances to the support of everyone who attended and donated their time and services, “Rainn Wilson & Friends” at the Paramount Theatre in Seattle was a night to remember. For the second year in a row Rainn showed his amaz-ing commitment to the Mona Foundation and brought along a stellar cast including Mindy Kaling, Andy Grammer, Anna Faris, Chris Pratt, Visqueen, Colin Meloy and Seattle real-life superhero Phoenix Jones. We raised $100,000 to support our partner projects around the world!

December 20th: Silicon Valley executives gathered for a very special “Christmas with a Pur-pose” lunch hosted by Reply.com. The event was headlined by Rainn Wilson and had nearly 100 guests in attendance raising more than $80,000. As Rainn so aptly put it to the large audience of mostly community business leaders - “If you want to put your money to work to make the world a better place. ...you should invest in education.”

November 8th: Mona Foundation was pre-sented with the the 2011 Peter F. Drucker Award for Non-Profit Innovation. The Drucker Award has been given annually since 1991 to recognize existing programs that meet Peter Drucker’s defi-nition of innovation – “change that creates a new dimension of performance.” Mona Foundation received third place (out of 650 applicants) for the work of our partner project, Digital Study Hall.

November 16th: Mahnaz Javid and Mona Foundation were honored by the Microsoft Alumni Foundation as one of the six finalists for the 2011 Integral Fellows Awards Program. The Integral Fellows award recognizes and supports Microsoft Alumnus who have made a meaningful difference in the daily lives of others by using his/her talents, time and resources to contribute to the world. The awards are decided by a distin-guished panel of judges and presented by Bill & Melinda Gates.

2011 Mona visits to Projects

2011 Project Visitors to Mona

New Partner Projects in 2011

Digital Study Hall, India

Alexis & Mavis Torres from Badi School, Panama May 26th - June 2nd

Teaching Kids Programming (TKP), USA and International

Alumni Foundation award


2011 Financial ReportMona Foundation Financial Report at-a-glanceCASH INCOME Restricted & Non Restricted Operations, Board Funded Operations, Adminstrative fees from grants Restricted-Individuals Restricted-Grants Corporations Restricted-Grants Foundations Unrestricted-Grants, Corp. Unrestricted-Grants, Foundation Unrestricted-General Fund Unrestricted-Trusts

Contribution in Kind, Cash Development Activities Operations, Board Funded Community Outreach Contributions in Kind, Non-Cash Grant for Google AdWords Donated Frequent Flyer Miles Donated Prof. Services Developm Contributions in Kind, Non-Cash - Other TOAL INCOME

$1,217,855

73,58450,513

222,981200,807322,68688,04421,000

227,74010,500

1,217,855

$15,6034,4165,8795,308

$269,71897,136

910142,80028,872

$1,503,176

ororororororororor

orororor

orororor

6%4%18%16%26%7%2%19%1%

28%38%34%

36%0%53%11%

Cash & Contributionin Kind

$$ Value of Volunteer & Professional Hours

2011 Cash Income Including OPS Fund

2011 Income Vs, Administrative Cost Excluding OPS Fund

Unrestricted-Trusts1%

Unrestricted-General Fund

19%Unrestricted-Grants,

Foundation 2%

Unrestricted-Grants, Corp, 7%

Restricted-Grants Foundations

27%

Administrative cost 3%

Income97%

Restricted-Grants Corporations

16%

Restricted-Individuals

18%

Operations, Adminstrative fees

from grants 4%

Operations, Board Funded

6%


2011 Financial ReportMona Foundation Financial Report at-a-glance

GRANTS TO PROJECTS (Cash and Non-Cash)

Projects Expenses Fundraising, CIK Project Administration, CIK Professional Services, CIK Contribution in Kind - Other Infrastructure Equipment/Furniture General Scholarships Training Teacher Salary Educational Support Haiti Disaster Relief General Expense Graphic Design Bank service charges Community Outreach Credit Card Adjustments Domain regisration Printing & reproduction Tax preparation Web Site Development/Maintenance Fundraising Operational Fund: Private Endowment Designated Expense Office Space Development CIK Development Activities Administrative Travel IT Infrastructure Printing & Postage Administration, General Contractor, Website Maintenance Contractors, General

TOTAL EXPENSE

$1,250,741

10,9815,857

239,936517

454,0145,4166,248

93,57643,0006,800

383,2041,192

$50,1181,1251,0072,1444,735

1159,3233,500

21,9216,248

$146,48324,000

832563617

11,8492,4992,124

103,999

$1,447,343

orororororororororororor

ororororororororor

orororororor

or

1%0%19%0%36%0%0%7%3%1%31%0%

2%2%4%9%0%19%7%44%12%

16%1%0%0%8%2%

71%

# of Volunteer Hours

2011 Income Vs, Administrative Expense INCLUDING OPs Fund

Number of Projects Supported

Administration 3%

Income 88%

Ops fund 9%


2011 Individual Supporters2011 Individual Supporters of Mona Foundation

Friends of Mona Foundation (Up to $5,000 total giving)Aazami, Ms. Rakhshandeh*Adams, Ms. Kathryn Janene*Adhdassi, Ms. MaryamAdler, Ms. MollyAfifi, AnooshAflatooni, Dr. Alfred*Aflatooni, Mr. IrajAflatooni, Mr. Jonathan*Aflatooni, Ms. Fleur Burton*Aghdasi, Mr. Iraj*Ahdieh, Mr. NavidAhouraian, K & MAhouraian, Ms. ManijehAiello, Ms. Lauren*Akavan, Ms. Tina & Mr. ArussaAkhavan, Mr. Traz & Mrs. Linda*Akrami, Mr. Ata and Mrs. Azar*Alavi, Mr. Sam*Ali, Mr. VictorAlitabararabi, Ms. HodaAllen, Ms. RuthAlmassi, Mr. Ardeshir & Mrs. BitaAlmassi, Mr. HassanAmirkia, Mr. Shidfar & Mrs. FarzanehAmsbaugh, Mr. Donald & Mrs. MeredithAnable, Ms. ShahinAnderson, Mr. David & Mrs. Beth B.Anderson, Mr. RichardArjomand, Ms. HedyehArmstrong, Ms. VickiAsgarkhani, Ms. Maryam*Ashrafi, J.Astiz, Mr. Peter & Mrs. AnneAyoubzadeh, Ms. AfifehAzadeh, Mr. Mehrdad & Mrs. LalehAzadi, Mr. Sirous & Mrs. FatimehAzami, RayleoneAzizi, Ms. MojdehBadissy, Ms. NajibaBadiyan, Mrs. ShahinBaebler, Mr. NoelBaghdadi, Ms. GuilmetteBallenger, Mr. RobertBalsara, Mr. Navroze & Mrs. Andrea*Basinger, Mr. Edward & Mrs. DonitaBatchelor, Ms. ThelmaBauman, Ms. Pari*Bayat, Mr. TabanBeck, Ms. Karen*Behrouzi, Mr. Anush & Mrs. Ahdieh ZamaniBehrouz-Milani, Ms. FaribaBelshaw, Ms. JoanBerry, Ms. Carolyn*Berry, Ms. Julianna*Berson, Mr. James & Mrs. Lauren BaerBindseil, GeronBohnhoff, Ms. MayaBoies, Ms. Jane*Bookey, Ms. Linda*Boschman, Mr. RockyBosio, Ms. CaterinaBoysen, Mr. Alex*Braden, Mr. JayBriese, Mr. AlanBrouwer, Ms. Sherri*Burton, Ms. DonnaCaballero, Mr. Aaron & Mrs. JenniferCaldwell, Mr. D.J.Campbell, Ms. LisaCarleton, Mrs. BlairCavitt, Ms. FaribaChabarek, Ms. LisaChakrabarty, Mr. ManikChang, Mr. Jack*Chavez, Mr. JoshuaChong-Gerbracht, Mr. J. A. & Mrs. BettyClark, Mr. BrianCogdell, Ms. CaitlinCollett, Ms. Rie*Cooper, Mrs. ShayCooper, Ms. Margaret*

PatronsThese are contributors to our Operational Fund. These individuals help make it possible for us to give 100% of des-ignated funds and 97% of contributions to the General Fund directly to the projects we support.

Behnam, Mr. Kamran & Mrs. Negah*Egrari, Dr. Sepehr & Dr. Rita Egrari*Javid, Dr. Mahnaz A.*Moran, Mr. Herb*Rohm, Mr. Nathan & Mrs. Sarah*Wind, A.J. Alonzo*

Leadership ($10,000 and up total giving)

Brownstein, Mr. TedCornett, Ms. MaryDonelan, Ms. Brigid*Edraki, Ms. TinaEgrari, Dr. Ata & Mrs. Mina*Geola, Dr. Flor*Karimimanesh, Mr. Mahmood & Mrs. CarelleMiller, Mr. Steve and Mrs. LibbyMobini, Mr. Kambiz & Mrs. SimaNissle, Mr. TodPayman, Mrs. HasteeRattenbury, Mr. Richard & Mrs. Suzette*Ricci, Mr. Chris & Mrs. Britt*Samimi, Dr. Soheil & Mrs. NouraThaggard, Robert & Alice*Whitten, Mrs. MichelleYazdani, Mr. Faramarz & Mrs. Afsaneh*Zamani, Mr. FarhangZamani, Mr. Payam & Mrs. Gouya*

Corcoran, Mr. Daniel & Mrs. Tasha CurryCorry, Mr. Daniel*Cott, Ms. AnisaCotten, Mr. GlenCrader, Mr. Michael & Mrs. BarbaraCurran, Ms. Meredith Ann*Cyrus, Ms. ShabnamDanesh, Mr. Manouchehr & Mrs. GoleDaniels, Ms. PatriciaDarvish, Mr. John & Mrs. Nooshin*Daviscourt, Mr. JeffDavoudi, Mr. MehrdadDe Edwards, SharonDebear, Ms. VickiDebonis, Mr. MikeDefaee, FarzadDehaghani, Mr. BashirDelahanty, Ms. KathleenDeloomy, Ms. Ilham*Derakhshan, Mr. Mansoor*Diessner, Mr. RhettDines, Ms. KatherineDjourabchi, Ms. FedraDriver, Mr. Arthur & Mrs. ConstanceDubois, Mr. NorbertDumont, Mr. Terry*Dunn, Mr. Charles*Dunn, Mr. ThomasDunning, Mr. WilliamDwiggins, Ms. Olga*Edelen, Ms. NancyEdraki, Ms. Parvaneh NahidEe, Ho SooEghrari, Mrs. HalehEghrari, Ms. ShahinElahiyoun, Ms. Elham, DDS*Elias, Ms. KatherineElie, Ms. YvroseEliza, Ms. DenisseEmlen, Mr. John*Eng, Mr. Dayyan & Mrs. BeibiEng, Mr. Dhabih & Mrs. Tana*Eshraghi, Ms. RebeccaEshtehard, Ms. GuildaFalah, Mr. AbbasFanaeian, Shervin*Farahany, Ms. VictoriaFarahmand, Ms. Sorraya*Farhadi, Mr. KamrouzFarshidi, Mr. ParvinFazilat, Mr. Nasser & Mrs. NahidFelstead, Ms. DebraFielding, Ms. Stephanie M.Fink, Ms. Sarah Kaufmann-Fleischmann, Mr. StuartFoo, Mr. Hong & Mrs. Sally Siew KianFox, Mr. SeanFrankel, Mr. DavidGaggi, Ms. MarisaGallone, Mr. AlfredoGhofrani, Ms. JeanGhogomu, Mamie*Goebel, Ms. Marilyn*Goebel, Ms. Sally*Gorjy, Mr. AidanGoshtasbe, Mr. Arman*Goshtasbe, Ms. HannaGrass, Mr. Andrew RobertGreen, Ms. MonicaGreene, Ms. LeslieGronquist, Ms. MarieGrove, Ms. AnneGrube, Mr. Joachim and Mrs. ElizabethGu, Ms. MichelleGudmundsson, Ms. JanetGuilfoyle, Ms. GeraldineGuterson, Mr. Benjamin & Mrs. Rosalind*Gutierrez, Ms. Gloria DelgadoHabibi-Clarke, Ms. Sara A.*Haeger, Mr. Robert & LeslieHaghighi, Ms. LatifehHajebi-Tabrizi, Mr. Reza

Hamedi, Mr. HamidHanich, Mr. Dru & Mrs. MargaretHarrington, Mr. ChrisHarris, Mr. Robert & Mrs. MeredithHart, Mr. Kevin*Hart, Mr. Kevin & Mrs. Sheri*Hart, Ms. AmyHartley, Ms. AmandaHarvey, Mr. IanHashemi, Mr. RaminHayati, Ms. NaderehHeath, Mr. Mark J.Hedayati, Ms. MaryamHelmhout, Mr. KyleHemingway, Mr. Stephen*Hendershot, Mr. Jon & Mr. ChristianHenry, Mr. Kim & Mrs. SusanHiggins, Ms. Cathy*Hissong, Mr. George E.Hite, Ms. TerraHockett, Mr. Tom & Mrs. CherrillHofer, Ms. LindaHogarth, Mr. WilliamHolter, Ms.JanetHoran, Mr. PeterHosseini, Mr. HabibHuang, Mr. Ted & Mrs. NicoleHutcheon, Ms. NancyHwacinski, JaimeIghani, Mr. Ray & Mrs. VajiehIghani, Ms. MohtaramIovino, Ms. KristenIshida, YumikoIssary, ArezoIssary, Mr. Jamshid & Mrs. HelenJahanpanah, JahandokhtJamshidi, Ms. RosemaryJazab, Mr. Amin & Mrs. NeshatJeffers, Mrs. Farzaneh*Jeffrey, Ms. Megan*Johnson, Mr. Clyde & Mrs. Shirley JahnkeJohnson, Mr. GregoryJoy, Ms. Nena*Kabiri, Ms. Soheila*Kadivar, M.D., Mr. Hakimeh B.Kamrani, Mr. Manouchehr & Mrs Lilly LeilaKamranpour, AndishehKari, Misagh*Kaushansky, Ms. KarenKerrigan, Ms. ErinKhadem, Dr. SaeedKhatibi, Mr. Majid & Mrs. ZahraKholghi, Mr. MahmoodKhordodi, Ms. JolynnKiai, Mr. MehranKidd-Miller, Ms. JoyceKing, Ms. CheriKirk, Mr. JohnKoppold, Mr. BernhardKrantz, Mr. KevinKritikopoulos, Mr. IoannisKunkel, Ms. CarrieLang, Mr. Paul & Mrs. PatriciaLeblanc, Mr. Kalim & Mrs. Jamie*LeDuc, Mr. Nelson & Mrs. SusanLee, Ms. ColleenLeeds, M.Leonard, Mr. BillLewis, Ms. Darcy*Lindheimer, Ms. LaurenLiu, Mr. DavidLocke, Mr. Daniel & Mrs. LonnieLong, Aeneas & YovankaLord, Ms. AmeluaLucas, Mrs. Chela*Lundholm, Mr. Patrik*Lyndon, Ms. Tere*MacDonald, Mr. BryanMaghsoudi, Mr. DamonMaghzi, Mr. NabilMahajan, Prashant

We are pleased to acknowledge and recognize our supporters in 2011. Without their caring generosity, we could not meet the commitments to the projects that we support

and partner with around the world that are changing so many lives.

Circle of GivingOur Circle of Giving mem-

bers are individuals who have pledged to give on a regular basis.This symbol * denotes our Circle

of Giving members throughout the individual supporter lists.

We are truly grateful for their dedicated support.


2011 Individual Supporters, continued2011 Individual Supporters of Mona Foundation

Friends of Mona Foundation (Up to $5,000 total giving)Mahalati, Ms. Smita*Mahjoor, Dr. Forootan & Mrs. MehriMajzub, Mr. Iraj E. & Mrs. Nadia V.Maknouni, SoheilaMalekpour, MonirehMalina, Ms. Marilyn J.Marian, Ms. Joanne L.Marino, Mr. Joe*Markham, Mr. James & Mrs. LaurieMartin, Ms. CherylMatin, Ms. Mary KowkabMats Mats, KimMatthews, Mr. AidanMauritzen, Ms. IrenaMaxfield, Mr. Darren & Mrs. SusanMcCormick, Ms. TeresaMcCutcheon, Mr. WilliamMcDonnell, Mr. Dennis M.McFarland, Mr. George & Mrs. CarleneMcGovern, Ms. JoanMclellan, Brock A.*Medrano, Mr. Louis & Mrs. TerilynnMehraasa, Mr. & Mrs.Mehran, Mr. AlexMekanik, Mr. Fereydoun & Mrs. JilaMellor, Ms. MelissaMeyers, Ms. Mary AnnMike, Mr. John & Mrs. SusanMilloy, Mr. Duncan & Mrs. CherylMinassian, Ms. DalitaMinnerly, Mrs. Rouha R.*Mir-Arabshahi, Mr. Nader & Mrs. FarnazMobini, Mrs. MojganMobini, Ms. AvaMoen, Ms. Ruth*Mohajerjasbi, Mr. Farid & Mrs. SoheilaMohandessi, Ms. NedaMohtadi, Mr. Omid*Moini, Ms. LeyliMonghate, Ms. GitaMonroy, Ms. Merry*Montana, Ms. VictoriaMoraga, Mr. Jorge & Mrs. CherieMorcos, Mr. Alex & Mrs. NaylaMottahed, Mr. Iraj D. & Mrs. FaridehMouzoon, Mr. Kamran & Mrs. Melanie*Movafagh, Mr. Kayhan & Mrs. Bahereh*Munoz, Ms. Leslie*Naficy FamilyNaficy, Mr. Keyvan, D.M.D. Inc. PSNajafabadi, Ms. MozhdehNasle, Nikrou AmirhessamiNejad, Ms. Fariba Noorani-Neumann, Mr. Alfred*Nguyen, Ms. CeleneNguyen, QuocNguyen, ThuNorton, Mrs. NancyNosrat, M & PNoumbissi, Mr. RandallOakes, Mr. Kevin & Mrs. KimberlyO’Connor, Ms. AllisonO’Dell, Ms. Linda*Olver, Mr. PeterOmara, A.S.Opitz, Mr. KennethOrnstein, Mr. Herbert & Mrs. SydelleOrtega, C. & M.Oskoui, Mr. Cyrus & Mrs. FeryalOskoui, Ms. Rayyaneh Moshtael-Ostrander FamilyPadfield, Mr. RalphParsai, Mr. GhodratParsons, Denise M.Parvini, Ms. Simin*Pedretti, Ms. CarlaPeifer, Mr. Larry T.Peyman, Mr. Justin SabetPfannenstiel, Ms. WendyPhillips, Ms. Mona*Pietromonaco, D J*Post, Ms. Rebecca*Pourbeik, Mr. Pouyan*Price, Ms. PatsyPritchard, Ms. KarenProctor, Ms. Marie*Quinn, Mr. Michael

Quinn, Ms. GaellenRabani, Mrs. HalehRabbani, Mr. Jamal and Mrs. MonaRabbani, Mrs. KathyRadley, Ms. GailRadpour, Mr. Chris & Mrs. KimRafii, Mrs. SimaRafraf, Ms. ManijehRahmany, Mr. Parviz & Mrs. SiminRahnamaie, MahyadRaikes, Mr. Jeffrey & Mrs. PatriciaRam, Abdi Gabriel & Parichehr SanaieRandolph, Ms. CeceliaRasmussen, Mrs. Simin Hemmati-Rassi, Ms. ShafighehRassoulian, F.Rastegar, Mr. HamidReddy, Ms. CarolynRedson-Smith, Ms. JuliRezai, Mr. ShahriarRicci, Mr. VanceRicci, Ms. JudyRichard, MidoriRichard, StantonRicklefs, Mr. Randall*Riehl, Ms. LorraineRimington, Ms. HilaryRitchies, Ms. JessicaRivera, Ms. IleanaRobichaux, Marsha*Robillard, Mr. Curtis & Mrs. ShelleyRobinson, Ms. Wendy RochelleRogers, Mr. David, & Mrs. ReneeRohani, Ms. SinaRohm, Mr. Thomas & Mrs. JudyRomanelli, Mrs. Helen*Rosellini, Ms. MonicaRoshanian, Mr. Bahram & Ms. Nancy SobhaniRoshanian, Ms. Mina*Roshan-Zamir, Mrs. VictoriaRoth, Mr. MikeRowshan, Ms. ShoukohRubin, Terri & Teixeira, KevinRudzitis, AleksandrsRuhani, ZadiRutherford, Ms. SuzeRychetnik, Ms. DonnaSadeghi, Dr. F. & Mrs. FloraSadeghi, Ms. Emily*Sadeghi, Ms. MinouSadeghian, Ms. ParvanehSafarianarabi, VidakhanomSahih, Ms. MonirehSaid, Mr. Moufid & Mrs. Mary*Saifjan, Ms. FaribaSamimi, Mr. HoumanSarrafan, Mrs. ShivaSarvian, Mr. Iraj & Mrs. NedaSchappell, Mr. Robert N. & Mrs. Lola I.Schaubacher, Mr. DanielSchmitz, Mr. Anthony & Mrs. CatherineSchmitz, Ms. DebbieSchorr, Mr. Andrew & Mrs. Esther*Schriner, Mr. KyleSchroth, Mr. RalphScott, Ms. Gayle*Scotti, Mr. Stephen & Mrs. JoanSefidvash, Ms. MahinSexton, Ms. AnnieShahgholi, Ms. MonaShahriary, Ms. MinooShahrokh, Ms. Grace*Shahrokhi, Ms. MaryamShakib, Ms. VidaSham, Mr. Kwok & Mrs. Pauline*Shannon, Mr. BenjaminShannon, Mr. PatrickSharifi, Mr. Omid & Ms. Nadia*Shaw, Moira P.*Sheffey, Mr. FrankShinnick, Ms. Joan*Shum, Mr. Yu Cheung & Mrs. Jane AnnSmall, Ms. Dianne*Smith, Mr. BenjaminSmith, Ms. ElizabethSmotts, Mr. Robert & Mrs. Judith

Soares, Ms. MichelleSobhani, Ms. GuildaSouthworth, Ms. SoniaSpengler, Mr. JohnSpiegel, JordySpringman, SamiStefano, Ms. MargaretSteiner, Dr. Roy & Mrs. Rena Robinson*Stines, Ms. NoraStrain, KaihanStrohm, Ms. Marilyn & Ms. LaraStrong, Mr. TimSundquist, Ms. SaraSutton, Ms. Tierney*Szabo, Ms. BarbaraTaati, Mr. BenTabaco, Mr. JoeyTabrizi, Mr. Hamid & Mrs. FereshtehTabrizi, Ms. SorayyaTaeed, Mr. RaminTaft, Ms. EthelTan, Ms. JennieTehran, Super & Saki, Shahin or ShahramThe Rahimi FamilyThompson, LuzaniaThurber, Mr. JalilThurogood, Mr. PaulTofigh, Mr. Navid*Tofigh, Ms. Susan*Tong, Ms. BettyTran, ChrisTransnational Relations LLCTrenev, Mr. Yordan and Mrs.NatashaTsegaye, SemhalTurner, Ms. Carmen*Twaddell, Bancroft & RuthTwaddell, Ms. HannahUhlenhake, Ms. LoraleeUlery, Ms. Vera*University of MinnesotaVahdat, Mr. Sam & Mrs. Farah ZarghamiVahdat, NaziVajdi, Mr. Mehron & Mrs. LadanVanDeCarr, Ms. GretchenVarner, Mr. Martin & Mrs. Mary AnnVeazey, Mr. William & Mrs. GeorginaVenus, Mrs. Simin*Vernal, Mr. MichaelVivian, Mr. Keith & Mrs. MarianVon Ancken, Mr. David & Mrs. Keri YoungVossough, Mrs. PourandokhtWagemaker, Ms. AmandaWaniska, Ms. Shahla A.Washburn, Mr. David & Mrs. BonnieWashburn, Ms. Mary*Watkins, Ms. Patricia*Wendling, Mr. John & Mrs. Ruth*Werner, Mr. Gregory & Mrs. Azizah*Wiley, Mr. William & Mrs. SallyWilliams, Mrs. Charlotte*Williams, Mr. SeanWilliams, Ms. KarenWindsor, Ms. Kathleen L.*Winterbourne, Mr. DavidYamotahari, Ms. SiminYavari, Mr. Habib & Mrs. IreneYavari, Mr. Navid & Mrs. MarjanYavari, Ms. MitraYazdi, Mr. Shahrum & Mrs. MondanaYeganeh, Mr. Masoud & Mrs. ShahlaYeganeh, Mrs. NavaYi, MurongYoung, Mr. Thomas J.Youssefi, HoorinazZadeh, Mr. Parsa & Mrs. Faranak*Zaman, Mr. JamshidZamani, Mr. Abdul & Mrs. MahboobehZand, Ms. ShabZandeh, Mr. EshraghehZandkarimi, Mr. MajidZarehbin, Mr. Payman & Mrs. Genesta*Zillig, Mr. TonyZitnick, Ms. PaulaZoelzer, Mr. FriedoZorich, Mr. John & Mrs. Carmen, Teresa*Zycha, Ms. Traci

Benefactors

($5,000 - $10,000 total giving)Akhavan, Mr. Badi & Mrs. ShahinArzani, Ms. Raheleh*Bakhtian, P. & S.Berjis, Mr. Vala & Mrs. SaharBethel, Mr. Norman & Mrs. FereshtehBrown, Ms. Kathryn*Elahian,Mr. Mohammed & Mrs. Hadighen*Gottlieb, Dr. Steve & Dr. RandieJacobs, Ms. Nancy E.*Khalighi MD, Mr. KoroushLe, Duy-Loan T.Lewis, Ms. KathleenMansouri, Mrs. Irene*Mirafzali, Dr. Shakrollah & Mrs. AfsarNaraghi-Arani, Kamran & ChristinePerkins, AnnuskaPhillips, Mrs. MarilynRabbani, Mr. Kamran & Mrs. Monir*Rector, Mr. Robert & Mrs. Judy*Rezai, Ms. SoheylaRouhani, Ms. ElhamSamandi, Mrs. DianeSamimi, Mrs. SomiraSapir, Mrs. ShoelehSohaili, Mr. Hushmand & Mrs. Mahshid

Cover photo: A young student at Panama’s Badi School


2011 Businesses and Organizations2011 Business & Organization Supporters of Mona Foundation

We are pleased to acknowledge and recognize our supporters in 2011. Without their caring generosity, we could not meet the commitments to the projects that we support

and partner with around the world that are changing so many lives.

Charter Businesses

Patron Businesses

These businesses have provided consis-tent support to Mona Foundation. Their dedicated support is greatly appreciated and has helped many women and children around the world.

These businesses have supported our Operational Fund making it possible for us to give 100% of designated funds and 97% of contributions to the General Fund directly to the projects we support,.

Baha’i Ringstone.comNatrenReply Inc,SCC Soft ComputerTexas Instruments

Egrari, Dr. Sepehr, MD FACS Plastic Surgery CenterJonquil, Inc,

Businesses

Acrowood CorporationArmian Group LLCAutoNationCaspio, Inc.Certified Builders, Inc.CharityBuzzDavis & Gilbert LLPEohippus DesignEva’s GardenHealth First ChiropracticJaguar Land Rover Bellevue Inc.Kerawala’s III, Inc.KNA Engineering, Inc.Lotus Laser & SpaMarin Software Inc.Merchant E-Solutions, Inc.MGT Industries, Inc.National Health Care Inc.Nations Info CorporationOlibro DesignPayne & Fears LLPProbity Insurance ServicesQuarles & Brady LLPRahbar Medical Group Inc.Rene RopasShocking Goat LLCSphere Display & Design, Inc.Stone CommunicationsThe Payroll Resource Group, Inc.White & Woods, LLPWhole Foods MarketZinpro Corporation

Family Trusts

Edgar G. Merson Rev Living TrustMaleki Family TrustMay and Stanley Smith Charitable TrustThe Mobini Family Revocable TrustThe Soheila Rabbani TrustTrenev Family 1984 TrustWilson/Reinhorn Family TrustZayer Family Trust

Schools

Castleford High SchoolMukilteo Montessori School

Foundations

Bridgeway Charitable FoundationEntrepreneurs FoundationFoldcraft FoundationHeffernan Group FoundationHurvis Charitable FoundationI & G Charitable FoundationIEMEAInnogive FoundationJourney Charitable FoundationMarguerite Casey FoundationMeridian Health FoundationMicrosoft Alumni FoundationSeattle International FoundationSG FoundationSilicon Valley Community FoundationThe DanPaul FoundationThe Frees FoundationThe Seattle FoundationVista Hermosa Foundation

Organizations

Aspen Environmental GroupBaha’s Neuchatel, SwitzerlandEducation Relief NetworkGreater Kirkland Chamber of CommerceMobile Giving Foundation (MGF)Network for GoodPasco Baha’i FundPhilanthroper,comSeattle Theatre GroupSee Your ImpactThe Drucker InstituteUniversity Book StoreVolunteer Centers of Santa Cruz County

Giving Campaigns

Atlantic Power Holdings, Inc.Bill & Melinda Gates FoundationMicrosoft Matching FundState of Washington


Please contact us for more information on how you can make a positive impact!

Mona Foundation

218 Main Street, Suite 404Kirkland, WA 98033

(425) 743-4550www.monafoundation.org

[email protected]

Mona Foundation Board of Directors

Mona Foundation Board of Advisors

Staff

Mahnaz A. Javid, Ed.D (President)Sr. Vice President, Global Learning and Development,Avanade, a global IT consultancy

Sima Mobini (Secretary)Structural EngineerMona Foundation Office of Community Outreach

Rita Azizi Egrari, Ph.D. (Treasurer)Public Health

Duy-Loan LeTexas Instruments Senior FellowNational Instruments Director

Gouya ZamaniPresident, Gouya, Inc.

Diane Marie SamandiPresident, Jonquil, Inc.

Stephen Waite, Ed.D.International Development Consultant

Sepehr Egrari, MD, PACEgrari Plastic Surgery Center

Payam Zamani Founder and CEO of Reply!

Shannon JavidPresident, Knots

Libby Miller President, Hooves with Heart

Gaellen QuinnExecutive Director

Sarah Rohm Director of Business Operations and Public Relations

Mark MoranVisual and Graphic Designer

Erin Dillon KerriganBusiness Operations Intern, University of WA

Peter MontgomerySocial Media & Marketing Intern, University of WA

www.facebook.com/monafoundation.org

www.twitter.com/monafoundation

Mona Foundation Volunteers

The Board of Directors gratefully acknowledges the priceless assistance of its many volunteers without whose support our work could not have been accomplished!

MONA Foundation Annual Report 2011 - TKP on page 16

Documents

Transcript of MONA Foundation Annual Report 2011 - TKP on page 16