At UMOM New Day Centers, volunteers are the heart of our mission. We exist entirely through the generosity of individuals within the community. Through the giving of their time and talents, volunteers help homeless men, women and children find hope in the future.

    Child Development Center

    Type of help needed: Assist teachers with art projects, reading, singing, games and play projects for children aged one to five.

    Requirements: Ages 16+ only, must obtain an Arizona state fingerprint card, and must obtain a TB Test.

    Hours: Monday-Friday, 9:00am-12:00pm.

    T.A.P. (Teen Activities Program)

    Type of help needed: Assist TAP coordinator (协调员) with weekly activities. Coordinate and help with field trips, 5ports, cooking, music and other forms of entertainment. We welcome your ideas for teen activities,

    Requirements: Ages 21+ only, have graduated from high school, and must obtain an AZ state fingerprint card.

    Hours: Monday-Friday, 3:00pm-6:00pm and Saturday & Sunday 1:00pm-4:00pm.

    Summer hours: Monday-Friday 8:00am-4:00pm and Saturday & Sunday 1:00pm-4:00pm.

    In-Kind Donation Assistant

    Type of help needed: Moving, repairing, organizing furniture and other donated items.

    Requirements: Must be comfortable with physical labor, being outdoors, and be able to lift at least 50 lbs (磅).

    Hours: Tuesday-Saturday, 9:00am-3:00pm.

    Docent (讲解员)

    Type of help needed: Help screen visitors and volunteers and answer questions provide directions. Offer non-program-related assistance to residents to enhance customer service needed. Accept donations, event assistance and other projects as assigned.

    Requirements: Ages 18+ only, must obtain an AZ state fingerprint card, and be able to lift 50 lbs.

    Hours: Monday-Friday, l:00pm-4:00pm. Tuesday evening, 5:00pni-9:00pm.

    Saturday& Sunday, 9:00am-5:00pm.

    Kitchen Helper Program

    Type of help needed: Support kitchen staff in food preparation, serving and other duties as needed.

    Requirements: Volunteers must be 13 years and older to volunteer in the kitchen.

    Hours: Dinner: 7 days a week from 4:00pm-7:00pm;    Lunch: Monday Friday from 10:30am-1:00pm; Brunch: Saturday & Sunday from 9:30am-12:00am.

    “Sesame Street” has been called “the longest street in the world”. That is because the television program by that name can now be seen in so many parts of the world. That program became one of American's exports soon after it went on the air in New York in 1969.

    In the United States more than six million children watch the program regularly. The viewers include more than half the nation's pre-school children, from every kind of economic, racial, and geographical group.

    Although some educators object to certain elements in the program, parents praise it highly. Many teachers also consider it a great help, though some teachers find that problems arise when first graders who have learned from “Sesame Street” are in the same class with children who have not watched the program.

    Tests have shown that children from all racial, geographical, and economic backgrounds have benefited from watching it. Those who watch it five times a week learn more than occasional（偶然的）viewers. In the US the program is shown at different hours during the week in order to increase the number of children who can watch it regularly.

    The programs all use songs, stories, jokes, and pictures to give children a basic understanding of numbers, letters and human relationships. But there are some differences. For example, the Spanish program, produced in Mexico City, devotes more time to teaching whole words than to teaching separate letters.

    Why has “Sesame Street” been so much more successful than other children's shows? Many reasons have been suggested. People mention the educational theories（理论）of its creators, the support by the government and private（私人的）businesses, and the skillful use of a variety of TV tricks. Perhaps an equally important reason is that mothers watch it along with their children. This is partly because famous adult stars often appear on it. But the best reason for the success of the program may be that it makes every child watching feel able to learn. The child finds himself learning, and he wants to learn more.

    Emoji might not be your first choice of communication in a disaster, but researchers feel they could make a difference during emergencies, where every second counts. Now, the Emoji-quake campaign is lobbying for an earthquake emoji to be added to the Unicode set — the standard group of icons available on digital devices worldwide. The campaign aims to find an earthquake-appropriate design to be submitted to Unicode.

    "Approximately up to one third of the world's population are exposed to earthquakes," explains University of Southampton seismologist (地震学家) Dr. Stephen Hicks, a founder of the campaign. "So we really want to be able to communicate to all of those regions, all of those different languages, and an emoji is an amazing way of doing that."

    Unlike many other weather and climate related events, where longer warning times or visible signs are available, earthquakes move incredibly quickly and are difficult  to measure while they are still occurring. Populations in areas like Japan and Mexico are dependent on earthquake early warning technology, which issues an alert on digital devices and broadcast media. "You may have seconds to get under a table or to protect yourself," explains Dr. Hicks. "That can be life saving in many cases. Naturally you don't want too much wording in the warning message."

    Pictographs (象形文字) and other visuals like emoji have a track record of being faster and easier to understand than written information. Dr. Sara McBride, a communications specialist, who is also part of the campaign, told BBC News, "Emoji can cross the boundaries of written languages, helping communicate valuable information to people who may struggle to read a certain language."

    The potential usefulness of emoji in emergencies could extend well beyond earthquakes. A team of designers also came up with emerji—an entire set of emoji dedicated to climate and environmental events.

    Canada is a very large country. It is the second largest country in the world. By contrast it has a very small population. There are only about 29 million people there. Most Canadians are of British or French origin, and French is an official language of Canada as well as English. About 45% of the people are of British origin, that is, they or their parents or grandparents, etc., come from Britain. Nearly 30% are of French origin. Most of the French-Canadians live in the province of Quebec.

    Over the years, people have come to live in Canada from many countries in the world. They are from most European countries and also from China, besides other Asian countries.

    However, Canada was not an empty country when the Europeans began to arrive. Canadian Indians lived along the coast, by the rivers and lakes and in forests. Today there are only about 350, 000 Indians in the whole country, with their own languages. In the far north live the Inuit. There are only 27, 000 Canadian-Inuit. Their life is hard in such a difficult climate.

    On her first day in New York City, teaching students from low-income families at an after-school program, Alyssa Kapasi noticed so many kids were lining up for free sandwiches and fruit in the cafeteria. Many of these poor students don't get enough food to eat at home, so a free school lunch or a free after-school meal might be the most food they would get all day.

    Kapasi, who graduated from private school, was shocked. Therefore, she was determined to help. “I want other kids to understand that if they meet a problem, they don't have to wait to be an adult to salve it,” says Kapasi. She and a group of friends are now putting their programming skills ta work to create an app called Food for Thought, which will allow parents, students and even kind-hearted strangers to donate to a lunch account for a student in need at a nearby school.

    About 20 million American kids receive free lunches. Two million more quality for reduced-price meals, and those students' families may pay for part of their food. When they don't have the money on any day, the students might have to choose an “alternative meal” such as a free cheese sandwich.

    One clever feature of the app which is being supported by donation from companies and social investors—is that it provides anonymity (匿名) to lunch recipients and donors. To receive financial help, a family will need only a recommendation from a school administrator, and no one else knows.

    “I want to make the application a platform where all users feel no shame in using it,” says Kapasi. She hopes to test the app in a school district next month. And then, she will devote herself to charity.

    One day when I was 12, my mother gave me an order: I was to walk to the public library, and borrow at least one book for the summer. This was one more weapon for her to defeat my strange problem—inability to read.

    In the library, I found my way into the "Children's Room." I sat down on the floor and pulled a few books off the shelf at random. The cover of a book caught my eye. It presented a picture of a beagle. I had recently had a beagle, the first and only animal companion I ever had as a child. He was my secret sharer, but one morning, he was gone, given away to someone who had the space and the money to care for him. I never forgot my beagle.

    There on the book's cover was a beagle which looked identical (相同的)to my dog. Iran my fingers over the picture of the dog on the cover. My eyes ran across the title, Amos, the Beagle with a Plan. Unknowingly, I had read the title. Without opening the book, I borrowed it from the library for the summer.

    Under the shade of a bush, I started to read about Amos. I read very, very slowly with difficulty. Though pages were turned slowly, I got the main idea of the story about a dog who, like mine, had been separated from his family and who finally found his way back home. That dog was my dog, and I was the little boy in the book. At the end of the story, my mind continued the final scene of reunion, on and on, until my own lost dog and I were, in my mind, running together.

    My mother's call returned me to the real world. I suddenly realized something: I had read a book, and I had loved reading that book. Everyone knew I could not read. But I had read it. Books could be incredibly wonderful and I was going to read them.

    I never told my mother about my "miraculous" (奇迹般的) experience that summer, but she saw a slow but remarkable improvement in my classroom performance during the next year. And years later, she was proud that her son had read thousands of books, was awarded a PhD in literature, and authored his own books, articles, poetry and fiction. The power of the words has held.