...Service Learning is the cornerstone class that links academic studies at the College of Muscogee Nation (CMN) with the student and the communities. Each will strengthen the other as we learn to use cultural and historical facts and traditions to face social problems, meet human needs, promote civic responsibility and provide a basis for future citizen support. My service project is using volunteerism to improve the quality of life for the children in the Okmulgee area by applying the Muscogee traditions and culture taught to us through the curriculum of College of Muscogee Nation and our ancestors. The first goal of this service learning project is to improve the quality of life for the children of the low-income Okmulgee community residents. A historical assessment of the Okmulgee area provides a picture of drastic change and a people trying to make genuine progress in face of pressure beyond their control. This area, like the United States, has experienced drastic changes in the last fifty years including loss of manufacturing plants such as the Peanut Plant, Phillips 66 Refinery, Americana Window Glass, Ingersoll-Rand, and Ball Brothers Glass. The 2013 U.S. Census Bureau lists the population of Okmulgee as 12, 373 with 25.5% below poverty level. The per capita income for the 12 months (in 2013 dollars) is 16, 981 compared to the national per capita of $24,208. According to Oklahoma Unemployment records the unemployment rate in Okmulgee County, Oklahoma was 4.1% in April...
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...Vásquez Mark. 3371.61 Prin. Of Marketing Dr. Marvin G. Lovett 04/26/2012 Service Learning Project Reflection Paper I was fortunate to have had the opportunity to serve American TV/Electronics and AC Heating in an advertisement website that describes the services that the company provides. The assignment that has taught me a great new skill of interviewing, listening, and setting forward an advertisement that cost nothing, but to gain a customer base for anyone who mentions they saw the website and receive a 10% discount and an additional 5% discount just because one saw it. The service learning project helped me understand more about the company that is a family owned business that is for the Rio Grande Valley and in the future would like to go beyond. My job was to conduct an interview with Javier Peréz whom is the administrative assistant to the C.E.O. My interview was based on a SWOT analysis and focus on a target market that can use my repair center for services in repairing and air conditioning comfort. This was presented on the website http://myrepaircenter.yolasite.com. Created by me with a tool called yola.com where it is a no cost build your website and publish. The website references to the products that can be repaired and with no obligation of commitment. This is a good pull strategy to get inquiring customers to look further in the services being provided by my repair center. This project taught me a new skill that will benefit me in the future, I am enthusiastic...
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...Last semester I participated in a service learning project at Pathways for Change in Worcester, Massachusetts. The purpose of the service learning project was to learn about victim services. I learned about the costs of crime, victim typologies, levels of impact, and victim services. “Start by Believing” is a campaign for first responders to improve the response to sexual violence. This campaign encourages first responders to put their underlying biases and prejudices aside and believe the victim of sexual violence right from the onset. Pathways for Change supports this campaign because when victims of sexual violence perceive that they are not believed by first responders they are less likely to follow through with the report and pressing...
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...THE EXPERIENCES OF VOLUNTEERING AND SERVICE LEARNING: A CASE STUDY OF A SERVICE LEARNING PROJECT AT “CROSSROADS FOUNDATION” Samuel, Ho Lee, Fullness Social Enterprises Society, Lingnan University, sleeho819@hotmail.com Erica, Kim Man Lee, Fullness Social Enterprises Society, Lingnan University, erica_lee02@yahoo.com Mike, Hyung Min Lee, Dongguk University, wemakemoves123@gmail.com Jacqueline Kelleher, Pace University, jk56646n@pace.edu Katy Kaestner, Trinity University, kkaestne@trinity.edu ABSTRACT The processes and outcomes of a service learning project conducted by a group of five students and engaged with a nonprofit organization are described in this paper. The processes and outcomes are evaluated with respect to the effectiveness of service learning as an educational means and the contribution to the nonprofit sector made by service learning initiatives. The findings include the benefit of the initial ambiguity of the service learning project and the benefit of the project outputs to the nonprofit agency. It is concluded that researchers may need to figure out the absolute relationship between initial ambiguity and the effectiveness of a service learning project and that between project outputs and the benefits received by the organization concerned. It is also concluded that researchers need to study how to keep participants’ passion towards the nonprofit sector after completion of their service learning project. KEYWORDS Service learning, volunteering, nonprofit organizations...
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...Culture & Cultivation English 4WS (Sec 2) – Critical Reading & Writing w/ Service Learning ________________________________________________________________________________________________________________ Instructor: Alex Zobel Email: akzobel@gmail.com Office: Humanities A82 Time & Location: T/R 9:00-10:50 Rolfe 3134 Office Hours: W 12:00 - 2:00 pm Mailbox Location: Humanities 149 ________________________________________________________________________________________________________________ COURSE DESCRIPTION English 4W aims to expose students to the three major forms of literature (poetry, prose fiction, and drama) through the art of close reading, which literary scholars broadly define as the practice of scrutinizing a text carefully in order to discern complex patterns of meaning. It is impossible to spend sufficient time on the works we will be exploring within the bounds of class-time, so you will be required to spend time reading and writing on your own; this is a practice that will enable you to bring your personal experiences with these works to our discussions in class and participate in an engaged way as part of our community of learning. But our community of learning is broader than the classroom—it also includes the community organizations you will be partnering with for your service-learning. We will be investigating and interrogating a versatile metaphor—cultivation—and how it impacts the cultures and communities in which we live...
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...VOLUNTEERING AND SERVICE LEARNING: A CASE STUDY OF A SERVICE LEARNING PROJECT AT “CROSSROADS FOUNDATION” Samuel, Ho Lee、Fullness Social Enterprises Society、Lingnan University、852-9834 9725、sleeho819@hotmail.com、samuellee@ln.edu.hk Erica, Kim Man Lee、Fullness Social Enterprises Society、Lingnan University、852-91082586、erica_lee02@yahoo.com、ericalee@ln.edu.hk Mike, Hyung Min Lee 、Dongguk University、 wemakemoves123@gmail.com Jacqueline Kelleher、Pace University, NYC Campus、jk56646n@pace.edu Katy Kaestner 、Trinity University、kkaestne@trinity.edu ABSTRACT The processes and outcomes of a service learning project conducted by a group of five students and engaged with a nonprofit organization are described in this paper. The processes and outcomes are evaluated with respect to the effectiveness of service learning as an educational means and the contribution to the nonprofit sector made by service learning initiatives. The findings include the benefit of the initial ambiguity of the service learning project and the benefit of the project outputs to the nonprofit agency. It is concluded that researchers may need to figure out the absolute relationship between initial ambiguity and the effectiveness of a service learning project and that between project outputs and the benefits received by the organization concerned. It is also concluded that researchers need to study how to keep participants’ passion towards the nonprofit sector after completion of their service learning project...
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...Design Framework for Mobile Learning Experience Huanglingzi Liu Nokia Research Center, Beijing Linda.2.liu@nokia.com Jyri Salomaa Nokia Research Center, Beijing Jyri.p.salomaa@nokia.com Ronghuai Huang Beijing Normal University huangrh@bnu.edu.cn Ding Ma Beijing Normal University mading70@126.com Abstract This paper proposes a conceptual design framework for mobile learning (mLearning) mainly based on the reflection and action research results of Nokia Mobiledu project, which was recently launched in China and is targeted especially for learning English. The framework involves five stages: mLearning activity design, requirement and constraint analysis, mLearning scenario design, mLearning technology environment design and mobile learner support services design, in which mLearning activity design plays a key role in a systematic design procedure for mLearning experience. 1. Background In China, there are more than 600 million mobile phone users and people are spending more time on the road or commuting. There is a big growth potential for mobile learning in China. Nokia recently set up China’s first interactive mobile learning service Mobiledu (www.mobiledu.cn), with the aim to enrich people’s learning experiences anytime anywhere in a most convenient way with their mobile phones. Reflecting on the design and development process of Mobiledu and other mobile learning projects, this paper describes an activity-oriented design framework for mobile learning experience, which focuses...
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...policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Cooper, D. F., Grey, S., Raymond, G., & Walker, P. (2005). Project risk management guidelines: Managing risk in large projects and complex procurements. Hoboken, NJ: Wiley. Greenstein, M., & Vasarhelyi, M. (2002). Electronic commerce: Security, risk management, and control (2nd ed.). Boston, MA: McGraw-Hill. Marchewka, J. T. (2009). Information technology project management: Providing measurable organizational value (3rd ed.). Hoboken, NJ: Wiley. Tarlow, P. E. (2002) Event risk management and safety. Hoboken, NJ: Wiley. Article...
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...International Corporate Finance 11th Edition by Jeff Madura 1 © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 16 Analysis of Country Risk Chapter Objectives Identify the common factors used by MNCs to measure country risk Explain how to measure country risk Explain how MNCs use the assessment of country risk when making financial decisions Explain how MNCs can prevent host government takeovers 2 © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. What is Country Risk Analysis Country risk is the potentially adverse impact of a country’s environment on an MNC’s cash flows. An MNC conducts country risk analysis when it applies capital budgeting to determine whether to implement a new project in a particular country or to continue conducting business in a particular country. 3 © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. Country Risk Characteristics...
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...computer based information systems. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Cooper, D. F., Grey, S., Raymond, G., & Walker, P. (2005). Project...
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... | 7 | |6.0 |Conclusion |8 | |7.0 |References | 8 | 1.0 Introduction The title of this journal is Organizational Learning Practices in the Project Management Environment. The author is Timothy G. Kotnour from University of Central Florida, Orlando, Florida, USA. This journal focuses on understanding how project managers continuously improve their project quality and performance by building knowledge through learning. Beside that, for the project organization to learn, organizational members must create, share and apply knowledge. The organizations members will create new knowledge for learning experiences. Learning-by-doing occurs when a problem solver associates plans and actions to accomplish...
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...chapter's learning objectives and projects and exercises. Chapter 1: The Revolution Is Just Beginning Chapter 1: The Revolution Is Just Beginning Learning Objectives Projects and Exercises Chapter 2: E-commerce Business Models and Concepts Chapter 2: E-commerce Business Models and Concepts Learning Objectives Projects and Exercises Chapter 3: E-commerce Infrastructure: The Internet, Web, and Mobile Platform Chapter 3: E-commerce Infrastructure: The Internet, Web, and Mobile Platform Learning Objectives Projects and Exercises Chapter 4: Building an E-commerce Presence: Web Sites, Mobile Sites, and Apps Chapter 4: Building an E-commerce Presence: Web Sites, Mobile Sites, and Apps Learning Objectives Projects and Exercises Chapter 5: Online Security and Payment Systems Chapter 5: Online Security and Payment Systems Learning Objectives Projects and Exercises Chapter 6: E-commerce Marketing Concepts: Social, Mobile, Local Chapter 6: E-commerce Marketing Concepts: Social, Mobile, Local: Social, Mobile, Local Learning Objectives Projects and Exercises Chapter 7: E-commerce Marketing Communications Chapter 7: E-commerce Marketing Communications Learning Objectives Projects and Exercises Chapter 8: Ethical, Social, and Political Issues in E-commerce Chapter 8: Ethical, Social, and Political Issues in E-commerce Learning Objectives Projects and Exercises Chapter 9: Online Retail and Services Chapter 9: Online Retail and Services Learning Objectives ...
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...leadership for excellence in learning and teaching project (le67) developing Multi-level leadership in the use of student feedback to enhance student learning and teaching practice http://emedia.rmit.edu.au/altclgp/ 2009 Project Leader Professor James Barber – Deputy Vice-Chancellor (Academic) Project Manager Associate Professor Sandra Jones – Director Learning & Teaching Unit Project Officer Brenda Novak ISBN 978-1-921426-36-0 Student Feedback and Leadership A Report on the 2006 Leadership for Excellence in Learning and Teaching Project (LE67): Developing Multi-Level Leadership in the Use of Student Feedback to Enhance Student Learning and Teaching Practice 2009 Project Leader Professor James Barber - Deputy Vice-Chancellor (Academic) Project Manager Associate Professor Sandra Jones – Director Learning & Teaching Unit Project Officer Brenda Novak Report written by: Associate Professor Sandra Jones and Brenda Novak. Case studies written by: Dr Mali Abdollahian, Ian McBean, Geoff Outhred, Dr Kate Westberg. Photographs - Copyright © 2009 RMIT University Photographers Margund Sallowsky and Kate Ebbot unless otherwise stated. ISBN 978-1-921426-36-0 Support for this project has been provided by the Australian Learning and Teaching Council, an initiative of the Australian Government Department of Education, Employment and Workplace Relations. The views expressed in this report do not necessarily reflect the views of the Australian Learning and Teaching Council...
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...Maurice Townsend Service Learning Project Baker College June 2, 2014 Curriculum LWCC Food Bank offers an exciting curriculum to teach children and teens about hunger using the best ideas from other food banks and a bit of our own ingenuity. Students will: Learn about hunger What is hunger? Why is food important? Ball throwing mayhem Understand hunger What does it feel like to be hungry? Face hunger Skittles and skid row End hunger Advocacy: know your audience Most wanted charades Empty plates can say a lot Reflect on hunger Helping hands Postcard reflection What do we know about hunger? Standard Comparisons I. Model service learning provides concrete opportunities for youth to learn new skills, to think critically, and to test new roles in an environment that encourages risk-taking and rewards competence. | Students will be asked to define hunger and write their ideas on a piece of paper. Students will then have a discussion over a handout they received on hunger; then they will discuss the definitions of hunger and compare the detentions to their ideas on their paper. | II. Preparation and reflection are essential elements in service learning. | Yes, preparation, preflection and reflection are essential elements of this service learning project | III. The service students perform makes a meaningful contribution to the community. | This team-building activity teaches participants...
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...of business problems and solutions, however at the University of the Sunshine Coast we chose to use "experiential learning" as one of the teaching strategies in the unit INF320 Electronic Commerce by exposing final year Bachelor of Business, Information Systems students to implement actual electronic commerce business solutions by drawing on their previous theoretical and behavioral classroom simulations in a tripartite collaborative activity over a whole semester involving the student, the business owner and the university. While behavioral simulations provide an effective way of exposing students to realistic situations, our experience demonstrates that the integration of the university with the local business owner not only raises the profile of university and keeps it in the public eye but also for the students gaining practical insight into the day-to-day operational forces affecting business decision. Students have the opportunity to make a worthwhile contribution to business, by applying, the knowledge and skills accumulated over the years and hence, build up self-confidence before moving out into the business world as graduates. Introduction == The traditional teaching method used in many classrooms is to devise one or more case studies based on business activities for students to solve either individually or as a group project and while students gain experience in problem solving under the direction of the lecturer, both student and lecturer...
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