CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING
GLOBAL CITIZENSHIP & EQUITY PROGRAMS
Student Manual · 2011
CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING 2
TABLE OF CONTENTS
THE SIGNATURE LEARNING EXPERIENCE: GLOBAL CITIZENSHIP & EQUITY 3
GCE LEARNING OUTCOMES 3
WHAT IS GLOBAL CITIZENSHIP & EQUITY 3
HOW WILL A GCE PORTFOLIO BENEFIT ME? 4
WHAT IS A GCE PORTFOLIO? 4
ELECTRONIC PORTFOLIO 5
GCE PORTFOLIO DEVELOPMENT PROCESS 5
WHAT IS AN ARTIFACT? 5
Possible Artifacts 5
HOW DO I WRITE A REFLECTION FOR MY GCE PORTFOLIO? 5
Things to Consider for Reflection 6
SUMMATIVE REFLECTIONS 6
ROLE OF MY GCE PORTFOLIO LEARNING ADVISOR 6
ASSESSMENT OF PORTFOLIO 7
GCE PORTFOLIO CHECKLIST 7
GCE PORTFOLIO RESOURCES 7
REFERENCES 8
APPENDIX A – STUDENT OUTCOMES TRACKING SHEET 9
APPENDIX B – SUMMATIVE QUESTIONS AND REFLECTIVE EXAMPLES 13
CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING 3
THE SIGNATURE LEARNING EXPERIENCE:
GLOBAL CITIZENSHIP & EQUITY
The Signature Learning Experience (SLE) reflects Centennial
College’s commitment to an educational process that
focuses on global citizenship, social justice and equity. The
SLE is a unique educational experience. It is a promise
made to students that you will learn something valuable for
your career success and possibly participate in
transforming lives and communities through this learning.
As a student you will have opportunities through classroom
and co-curricular activities to participate in meaningful
projects that will help you gain an understanding of global
citizenship, social justice and equity issues. You will
document your growth in learning through assignments
and reflections that will result in the development of an
artifact. This collection of artifacts will make up your Global
Citizenship & Equity Portfolio.
You will create a portfolio that will address Centennial’s
Global Citizenship & Equity (GCE) learning outcomes. In
programs where a portfolio is already a requirement, you
will simply add the selected pieces related to global
citizenship, social justice and equity to your existing
portfolio. Upon completion of your GCE Portfolio, you will
receive a Statement of Recognition acknowledging
Centennial’s Signature Learning Experience: Global
Citizenship & Equity.
GCE LEARNING OUTCOMES
The overall goals of the GCE Portfolio requires you to
develop global citizenship and equity knowledge, skills and
experiences as it relates to sustainability of resources,
individual and community identities, critical social analysis,
and enhanced personal and social responsibility. These are
the learning outcomes that you will address when selecting
artifacts for inclusion in ...
Stepping out of one’s comfort zone and venturing into a foreign land fosters personal growth and independence. When you join youth exchange program, it encourages you to adjust to unfamiliar environments, overcome challenges and foster resilience.
Key Components of Global Citizenship Education: 1. Critical Thinking and Inquiry Skills 2. Intercultural Competence 3. Social Responsibility and Action 4. Sustainability Literacy
Positive Impacts Of Student Engagement And High Impact...Angie Willis
- Odyssey House uses the Therapeutic Community (TC) practice model, which was originally abstinence-based but now also supports harm minimisation practices due to changes in legislation.
- The TC model focuses on the psychological, emotional, behavioral, educational, and environmental development of substance abusers.
- It utilizes cognitive behavioral theories to help clients abstain from drug use through addressing their psychological, social, and behavioral issues.
The document provides an overview of how to start an independent, nonprofit immersion school, outlining 7 key steps:
1) Meeting incorporation and charter requirements by filing necessary documents with state and federal agencies.
2) Managing a nonprofit board by focusing on duties of care, loyalty and obedience.
3) Applying for 501(c)(3) status by submitting an application and obtaining IRS determination.
4) Developing a business plan using tools like the Business Model Canvas.
5) Running a capital campaign to raise startup funds.
6) Accessing grants by researching opportunities from foundations.
7) Establishing partnerships with local organizations to support the school.
The document discusses the concept of global citizenship. It argues that being a global citizen means recognizing one's membership in the broader human race rather than being defined by national or cultural borders alone. It also means being aware that individual actions can have wide-reaching effects across the world. True global citizenship requires an active role in both local and global communities through participation, social responsibility, and efforts to promote issues like social justice and cultural understanding.
The document proposes developing a pilot program to encourage more young people in Ireland to become social entrepreneurs. Interviews with community members informed the design of a program called RealPlay, which would enable Transition Year students to gain experience through mentored social enterprise projects in their local community. A key goal is for students to learn about social responsibility and potential careers through hands-on experience completing real-world tasks. The proposed program would match students' skills to project roles under the guidance of mentors from schools, community groups, and businesses. Students would develop initiatives like an activity program for an elder care center. Upon completion, students would receive a Young Social Entrepreneurs award to include in their CV and application for further education.
Stepping out of one’s comfort zone and venturing into a foreign land fosters personal growth and independence. When you join youth exchange program, it encourages you to adjust to unfamiliar environments, overcome challenges and foster resilience.
Key Components of Global Citizenship Education: 1. Critical Thinking and Inquiry Skills 2. Intercultural Competence 3. Social Responsibility and Action 4. Sustainability Literacy
Positive Impacts Of Student Engagement And High Impact...Angie Willis
- Odyssey House uses the Therapeutic Community (TC) practice model, which was originally abstinence-based but now also supports harm minimisation practices due to changes in legislation.
- The TC model focuses on the psychological, emotional, behavioral, educational, and environmental development of substance abusers.
- It utilizes cognitive behavioral theories to help clients abstain from drug use through addressing their psychological, social, and behavioral issues.
The document provides an overview of how to start an independent, nonprofit immersion school, outlining 7 key steps:
1) Meeting incorporation and charter requirements by filing necessary documents with state and federal agencies.
2) Managing a nonprofit board by focusing on duties of care, loyalty and obedience.
3) Applying for 501(c)(3) status by submitting an application and obtaining IRS determination.
4) Developing a business plan using tools like the Business Model Canvas.
5) Running a capital campaign to raise startup funds.
6) Accessing grants by researching opportunities from foundations.
7) Establishing partnerships with local organizations to support the school.
The document discusses the concept of global citizenship. It argues that being a global citizen means recognizing one's membership in the broader human race rather than being defined by national or cultural borders alone. It also means being aware that individual actions can have wide-reaching effects across the world. True global citizenship requires an active role in both local and global communities through participation, social responsibility, and efforts to promote issues like social justice and cultural understanding.
The document proposes developing a pilot program to encourage more young people in Ireland to become social entrepreneurs. Interviews with community members informed the design of a program called RealPlay, which would enable Transition Year students to gain experience through mentored social enterprise projects in their local community. A key goal is for students to learn about social responsibility and potential careers through hands-on experience completing real-world tasks. The proposed program would match students' skills to project roles under the guidance of mentors from schools, community groups, and businesses. Students would develop initiatives like an activity program for an elder care center. Upon completion, students would receive a Young Social Entrepreneurs award to include in their CV and application for further education.
The document provides information about social work and community education and training. It defines community education as education that takes place within a community but is not necessarily of the community, involving various local institutions. Alternatively, it can be a process of communal education towards empowerment at individual and collective levels. Community education is rooted in empowerment, social justice, and challenging oppression. It builds local capacity to address disadvantages and engage in decision-making. Community education aims to empower participants with skills and knowledge to challenge oppression and enact change. It is distinct from general adult education in its ethos and methodologies.
This is an example of a brochure we had to design for a tablet for my Multimedia Design class. Unfortunately, the video and slideshow did not translate when converting the document from InDesign to a PDF which is why there are two white spaces on the third page.
Creating Entrepreneurial Identities in Social Entrepreneurship Education 2014PeterHackbert
The document summarizes research on developing entrepreneurial identities and self-efficacy in social entrepreneurship education programs. It describes the Entrepreneurship for the Public Good (EPG) program at Berea College, which was created to support entrepreneurial activity and economic development in Appalachian communities. The EPG program uses experiential learning and involves students pursuing social and commercial enterprises over two summers. Recent improvements focused on helping students develop identities as social entrepreneurs and innovators and the self-efficacy to make a positive social impact. The program incorporates social identity and self-efficacy theories into pedagogy using devices like biographies, gatherings, and competitions to socialize students and foster collective identities around social
This document provides an overview of TIN Smart Social, a social innovation consultancy, after its first year. It discusses TIN's approach to social thinking and innovation through four practice areas focused on social investment, social learning, social wellbeing, and social impact branding. It also summarizes some of TIN's core innovations, including dedicated technology-enabled workspaces for the long-term unemployed, transforming social learners into social leaders through business development, creating value for social entrepreneurs, and facilitating online and in-person connections between organizations in the careers space.
This document provides an overview of the services offered by TIN Smart Social, a social innovation consultancy. It discusses the four practice areas of Social Investment, Social Learning, Social Wellbeing, and Social Impact Branding that structure TIN's work. Advisory services are described, including providing reports on political, economic, social, technological, legal, and environmental factors relevant to clients' sectors and leveraging digital platforms and toolkits to accelerate social innovation. Recent advisory work with organizations like GCG changeworks is also summarized.
This document provides an overview of TIN Smart Social, a social innovation consultancy, after its first year. It discusses TIN's approach to social thinking and innovation through four practice areas focused on social investment, social learning, social wellbeing, and social impact branding. It also summarizes some of TIN's core innovations, including dedicated technology-enabled workspaces for the long-term unemployed, transforming social learners into social leaders through business development, providing online and in-person connections between organizations in the careers space, and creating social and commercial value for social entrepreneurs.
This document provides an overview of the services offered by TIN Smart Social, a social innovation consultancy. It discusses TIN's approach of focusing on social impact and wellbeing. The document summarizes some of TIN's key services and practices around social investment, social learning, social wellbeing, and social impact branding. Examples of past advisory engagements are also provided.
The document discusses the role of curriculum dimensions within the UK National Curriculum, with a focus on the "Global Dimension". It explores how the Global Dimension can support cross-curricular learning and help develop skills in students to become active global citizens. The Global Dimension aims to help students understand challenges facing the planet and how to balance quality of life with sustainability. Teachers are encouraged to incorporate Global Dimension concepts and culturally diverse experiences to help students critically examine values and global issues.
This document provides definitions for key terms related to community planning, diversity, and equity. It defines over 50 terms addressing topics like racism, oppression, power, privilege, culture, identity, and more. The definitions are meant to provide context and shared understanding for individuals, communities and organizations engaged in planning work. The document acknowledges that many terms have multiple meanings depending on social, historical and political contexts.
This document provides a rubric for assessing civic engagement. It was developed by teams of faculty across the US through examining existing rubrics and incorporating additional feedback. The rubric articulates fundamental criteria and performance descriptors for civic engagement. It is intended to evaluate and discuss student learning at the institutional level, not for grading. The rubric defines civic engagement and provides examples of work that could be used for assessment.
The document describes experiential leadership development programs offered by AIESEC, including team member programs, team leader programs, global internship programs, and global community development programs. These programs allow young people to explore leadership, gain international experience, build professional skills, and make a positive social impact. Participants develop skills in areas like social responsibility, entrepreneurship, emotional intelligence, and global citizenship. The programs partner with organizations worldwide to provide opportunities for professional and personal growth through practical, cross-cultural experiences.
The practice of treating everyone fairly and justly regardless of age, with special consideration to the structural factors that privilege some age groups over others.
This document provides information about a National Service Training Program module on community service and service learning. It defines community service, discusses the importance and benefits of participation in community service. It also defines service learning, compares it to community engagement, and outlines six characteristics of successful service learning programs: meaningful service, curriculum connections, student leadership, reflection, community involvement, and demonstration/celebration. The document provides tips for working with communities, strategies for benefiting the community as a student, and identifies challenges of community engagement.
Equity Matters: Multicultural Engagement in the Public Sector: Solutions and ...Metropolitan Group
This document summarizes key points from a speech about the importance of multicultural engagement in the public sector. The three main points are:
1) Multicultural engagement matters because it helps fulfill the social contract by ensuring fair representation and opportunity for all. This allows the public sector to solve problems through shared responsibility.
2) The approach to multicultural engagement matters. Effective approaches understand cultural contexts, build relationships, and tailor engagement strategies to different communities.
3) Culture matters in how public services are delivered. Understanding cultural norms and perspectives helps ensure programs and services are relevant and accessible to diverse communities. Authentic engagement allows new solutions to emerge.
This document discusses active citizenship and service learning. It defines active citizenship as citizens working directly or through representatives to exercise power towards shared goals. Service learning integrates community service into instruction to teach civic responsibility and strengthen communities. The document emphasizes that being an active citizen through service helps develop individuals and countries. It is important for students to take these concepts seriously to become active citizens themselves and help create more active citizens in the future.
This document discusses active citizenship and service learning. It defines active citizenship as citizens working directly or through representatives to exercise power towards shared goals. Service learning integrates community service into instruction to teach civic responsibility and strengthen communities. The document emphasizes that being an active citizen through service helps develop individuals and countries. It is important for students to take these concepts seriously to become active citizens themselves and help create more active citizens in the future.
This document discusses active citizenship and service learning. It defines active citizenship as citizens working directly or through representatives to exercise power towards shared goals. Service learning integrates community service into instruction to teach civic responsibility and strengthen communities. The document emphasizes that being an active citizen through service helps develop individuals and countries. It is important for students to take these concepts seriously to become active citizens themselves and help create more active citizens.
The document provides an overview of the Primary Years Programme (PYP) from the International Baccalaureate (IB). It describes the PYP curriculum model which focuses on developing the whole child through six transdisciplinary themes explored using six subject areas and transdisciplinary skills. The essential elements of the PYP curriculum are knowledge, concepts, skills, attitudes, and action. Assessment in the PYP aims to provide feedback on the learning process and involves students and teachers.
The document provides an overview of the Primary Years Programme (PYP) from the International Baccalaureate (IB). It describes the PYP curriculum model which focuses on developing the whole child through six transdisciplinary themes explored using six subject areas and transdisciplinary skills. The essential elements of the PYP curriculum are knowledge, concepts, skills, attitudes, and action. Assessment in the PYP aims to provide feedback on the learning process and involves students and teachers.
This document provides guidance for schools on developing an education for global citizenship. It defines global citizenship education as preparing students to engage critically with global challenges and opportunities. The guide outlines key elements of global citizenship including knowledge, skills, values, and attitudes. It also presents Oxfam's curriculum framework which progresses these elements from early years through post-16 education. Examples are given of how teachers have incorporated global citizenship perspectives across subjects and through cross-curricular projects. The guide advocates for global citizenship to be integrated throughout the curriculum and whole school approach.
One of the recent developments facing the public administration of.docxarnit1
One of the recent developments facing the public administration of corrections is that there has been an increasing call by public officials and the citizenry to privatize the prison systems in the United States. Discuss the following in regard to this:
First, from the perspective of a public-sector correctional administrator, make 2 arguments for keeping the jails in public hands.
Second, from the perspective of a private-sector correctional facility manager make 2 arguments for turning the correctional system over to the private correctional industry.
Briefly discuss the types of challenges that each sector—both public and private—may face.
Are there any legal issues, either criminal or civil, that need to be addressed before privatization can occur?
Support your viewpoints from your readings and other appropriate outside sources, in APA format.
Please submit your...
(More)
Reading Assignment:
Peak, Chapters 9, 10, 11
.
One paragraph for each question 1.Discuss the work of Chuck C.docxarnit1
One paragraph for each question:
1.
Discuss the work of Chuck Close as we saw in the film in class. How does he work: show how he takes an image and changes it by the way he interprets it. Philip Glass states in the film: “It is the old idea of form and content, and what our generation did was include process”: apply this idea to Chuck’s work.
Look at EACH of the artists below on the Art 21 website.
Answer the following questions for each artist:
·
How does this artist work? Intuitively or intellectually?
·
How important is process to this artist?
·
What do you think this artist is trying to communicate?
·
Where do they get the ideas for their art ?
Barry McGee and Margaret Kilgallen
James Turrell Gabriel Orzoco
Shahzia Sikander Maya Lin
Ann Hamilton Do Ho Suh
Sally Mann
2.
In your text, pages 104-112, there is a discussion about the different roles of artists across cultures and time. What role do you think artists have in contemporary culture in the United States? What role do you think they should have? How important are the ideas and thoughts of artists to the development, maintenance, and structure of culture? Cite examples from your text about the different roles artists could play in modern culture.
3.
What is creativity (to you)? Find two examples of art you think is really “creative” describe why you think these works are “creative”. Explain why you think they are creative works. Do you exercise creativity? If not, why not? If so, how do you exhibit creative ideas and tendencies? Explain why you think creativity is important to culture.
.
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This is an example of a brochure we had to design for a tablet for my Multimedia Design class. Unfortunately, the video and slideshow did not translate when converting the document from InDesign to a PDF which is why there are two white spaces on the third page.
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The document summarizes research on developing entrepreneurial identities and self-efficacy in social entrepreneurship education programs. It describes the Entrepreneurship for the Public Good (EPG) program at Berea College, which was created to support entrepreneurial activity and economic development in Appalachian communities. The EPG program uses experiential learning and involves students pursuing social and commercial enterprises over two summers. Recent improvements focused on helping students develop identities as social entrepreneurs and innovators and the self-efficacy to make a positive social impact. The program incorporates social identity and self-efficacy theories into pedagogy using devices like biographies, gatherings, and competitions to socialize students and foster collective identities around social
This document provides an overview of TIN Smart Social, a social innovation consultancy, after its first year. It discusses TIN's approach to social thinking and innovation through four practice areas focused on social investment, social learning, social wellbeing, and social impact branding. It also summarizes some of TIN's core innovations, including dedicated technology-enabled workspaces for the long-term unemployed, transforming social learners into social leaders through business development, creating value for social entrepreneurs, and facilitating online and in-person connections between organizations in the careers space.
This document provides an overview of the services offered by TIN Smart Social, a social innovation consultancy. It discusses the four practice areas of Social Investment, Social Learning, Social Wellbeing, and Social Impact Branding that structure TIN's work. Advisory services are described, including providing reports on political, economic, social, technological, legal, and environmental factors relevant to clients' sectors and leveraging digital platforms and toolkits to accelerate social innovation. Recent advisory work with organizations like GCG changeworks is also summarized.
This document provides an overview of TIN Smart Social, a social innovation consultancy, after its first year. It discusses TIN's approach to social thinking and innovation through four practice areas focused on social investment, social learning, social wellbeing, and social impact branding. It also summarizes some of TIN's core innovations, including dedicated technology-enabled workspaces for the long-term unemployed, transforming social learners into social leaders through business development, providing online and in-person connections between organizations in the careers space, and creating social and commercial value for social entrepreneurs.
This document provides an overview of the services offered by TIN Smart Social, a social innovation consultancy. It discusses TIN's approach of focusing on social impact and wellbeing. The document summarizes some of TIN's key services and practices around social investment, social learning, social wellbeing, and social impact branding. Examples of past advisory engagements are also provided.
The document discusses the role of curriculum dimensions within the UK National Curriculum, with a focus on the "Global Dimension". It explores how the Global Dimension can support cross-curricular learning and help develop skills in students to become active global citizens. The Global Dimension aims to help students understand challenges facing the planet and how to balance quality of life with sustainability. Teachers are encouraged to incorporate Global Dimension concepts and culturally diverse experiences to help students critically examine values and global issues.
This document provides definitions for key terms related to community planning, diversity, and equity. It defines over 50 terms addressing topics like racism, oppression, power, privilege, culture, identity, and more. The definitions are meant to provide context and shared understanding for individuals, communities and organizations engaged in planning work. The document acknowledges that many terms have multiple meanings depending on social, historical and political contexts.
This document provides a rubric for assessing civic engagement. It was developed by teams of faculty across the US through examining existing rubrics and incorporating additional feedback. The rubric articulates fundamental criteria and performance descriptors for civic engagement. It is intended to evaluate and discuss student learning at the institutional level, not for grading. The rubric defines civic engagement and provides examples of work that could be used for assessment.
The document describes experiential leadership development programs offered by AIESEC, including team member programs, team leader programs, global internship programs, and global community development programs. These programs allow young people to explore leadership, gain international experience, build professional skills, and make a positive social impact. Participants develop skills in areas like social responsibility, entrepreneurship, emotional intelligence, and global citizenship. The programs partner with organizations worldwide to provide opportunities for professional and personal growth through practical, cross-cultural experiences.
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This document provides information about a National Service Training Program module on community service and service learning. It defines community service, discusses the importance and benefits of participation in community service. It also defines service learning, compares it to community engagement, and outlines six characteristics of successful service learning programs: meaningful service, curriculum connections, student leadership, reflection, community involvement, and demonstration/celebration. The document provides tips for working with communities, strategies for benefiting the community as a student, and identifies challenges of community engagement.
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This document summarizes key points from a speech about the importance of multicultural engagement in the public sector. The three main points are:
1) Multicultural engagement matters because it helps fulfill the social contract by ensuring fair representation and opportunity for all. This allows the public sector to solve problems through shared responsibility.
2) The approach to multicultural engagement matters. Effective approaches understand cultural contexts, build relationships, and tailor engagement strategies to different communities.
3) Culture matters in how public services are delivered. Understanding cultural norms and perspectives helps ensure programs and services are relevant and accessible to diverse communities. Authentic engagement allows new solutions to emerge.
This document discusses active citizenship and service learning. It defines active citizenship as citizens working directly or through representatives to exercise power towards shared goals. Service learning integrates community service into instruction to teach civic responsibility and strengthen communities. The document emphasizes that being an active citizen through service helps develop individuals and countries. It is important for students to take these concepts seriously to become active citizens themselves and help create more active citizens in the future.
This document discusses active citizenship and service learning. It defines active citizenship as citizens working directly or through representatives to exercise power towards shared goals. Service learning integrates community service into instruction to teach civic responsibility and strengthen communities. The document emphasizes that being an active citizen through service helps develop individuals and countries. It is important for students to take these concepts seriously to become active citizens themselves and help create more active citizens in the future.
This document discusses active citizenship and service learning. It defines active citizenship as citizens working directly or through representatives to exercise power towards shared goals. Service learning integrates community service into instruction to teach civic responsibility and strengthen communities. The document emphasizes that being an active citizen through service helps develop individuals and countries. It is important for students to take these concepts seriously to become active citizens themselves and help create more active citizens.
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One of the recent developments facing the public administration of corrections is that there has been an increasing call by public officials and the citizenry to privatize the prison systems in the United States. Discuss the following in regard to this:
First, from the perspective of a public-sector correctional administrator, make 2 arguments for keeping the jails in public hands.
Second, from the perspective of a private-sector correctional facility manager make 2 arguments for turning the correctional system over to the private correctional industry.
Briefly discuss the types of challenges that each sector—both public and private—may face.
Are there any legal issues, either criminal or civil, that need to be addressed before privatization can occur?
Support your viewpoints from your readings and other appropriate outside sources, in APA format.
Please submit your...
(More)
Reading Assignment:
Peak, Chapters 9, 10, 11
.
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One paragraph for each question:
1.
Discuss the work of Chuck Close as we saw in the film in class. How does he work: show how he takes an image and changes it by the way he interprets it. Philip Glass states in the film: “It is the old idea of form and content, and what our generation did was include process”: apply this idea to Chuck’s work.
Look at EACH of the artists below on the Art 21 website.
Answer the following questions for each artist:
·
How does this artist work? Intuitively or intellectually?
·
How important is process to this artist?
·
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·
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Barry McGee and Margaret Kilgallen
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2.
In your text, pages 104-112, there is a discussion about the different roles of artists across cultures and time. What role do you think artists have in contemporary culture in the United States? What role do you think they should have? How important are the ideas and thoughts of artists to the development, maintenance, and structure of culture? Cite examples from your text about the different roles artists could play in modern culture.
3.
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One Review
of two pages is due the tenth week of class. It must be a minimum of two typed pages, double spaced.
Your grade will drop significantly if it is less than two pages.
Scan any program, flyer, or ticket stub from the concert. Your grade will be lowered without this proof of attendance.
You must go to the concert during
this quarter!
Concerts attended during any other time frame are unacceptable and will receive an F.
the concert name is under the influence of music.
the singer name is sage the gemini. and the three songs are red nose, gas pedal and college drop.
Reviews should include the following:
1.
Name of the artist or group. Describe the musician(s) and instruments played. Briefly describe the audience and setting. How did the surroundings affect your experience?
2.
What were your expectations before attending the performance? Were those expectations met?
3. Describe two or three of the songs. Discuss any musical elements which stood out. For example:
Mood- what was the mood of the music? Exciting, sad, romantic?
Style- Rock and Roll, R and B, Hip Hop, Grunge, etc.
4.
Which was your favorite song and why? Which was your least favorite and why?
5. What did you like or dislike about the musicians playing and why?
6. Did you enjoy the performance on the whole? Why or why not?
.
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online 5 weeks. There are Weekly :
1- (Reading Assignments 1 – 14)
28%
2- based reflective writing assignments
(Application Assignments 1 – 14)
28%
3-
Participation
in online discussions (Assignments 1-14)
14%
and one
Research report.
20%
also
Community Engagement/Experiential learning activities report
10%
See the attachment for more details.
.
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One to two page summary explaining the following:
1.
A basic explanation of Moral Virtue Theory, Duty Theory, and Utilitarianism.
2.
A comprehensive explanation of which theory you feel best represents your personal ethical viewpoint and why you feel this way.
I need this by today midnight eastern standard time. Please advise
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ONEWAY alcohol BY ratingSTATISTICS DESCRIPTIVES HOMOGENEITY.docxarnit1
ONEWAY alcohol BY rating
/STATISTICS DESCRIPTIVES HOMOGENEITY
/PLOT MEANS
/MISSING ANALYSIS
/POSTHOC=TUKEY ALPHA(0.05).
Oneway
Notes
Output Created
07-JUN-2013 12:39:57
Comments
Input
Data
C:\Users\donn\Documents\GCU Lead fac\Project with Judy for modifying PSY845 to introduce SPSS\drinks database -revised for course applications DH.sav
Active Dataset
DataSet1
File Label
SPSS/PC+
Filter
Weight
Split File
N of Rows in Working Data File
35
Missing Value Handling
Definition of Missing
User-defined missing values are treated as missing.
Cases Used
Statistics for each analysis are based on cases with no missing data for any variable in the analysis.
Syntax
ONEWAY alcohol BY rating
/STATISTICS DESCRIPTIVES HOMOGENEITY
/PLOT MEANS
/MISSING ANALYSIS
/POSTHOC=TUKEY ALPHA(0.05).
Resources
Processor Time
00:00:00.33
Elapsed Time
00:00:00.42
[DataSet1] C:\Users\donn\Documents\GCU Lead fac\Project with Judy for modifying PSY845 to introduce SPSS\drinks database -revised for course applications DH.sav
Descriptives
Alcohol by Volume (in %) for brand
N
Mean
Std. Deviation
Std. Error
95% Confidence Interval for Mean
Lower Bound
Upper Bound
VeryGood
11
4.9000
.17889
.05394
4.7798
5.0202
Good
14
4.6000
.38829
.10377
4.3758
4.8242
Fair
10
4.5100
.34140
.10796
4.2658
4.7542
Total
35
4.6686
.35295
.05966
4.5473
4.7898
Descriptives
Alcohol by Volume (in %) for brand
Minimum
Maximum
VeryGood
4.70
5.20
Good
4.00
5.50
Fair
3.90
5.00
Total
3.90
5.50
Test of Homogeneity of Variances
Alcohol by Volume (in %) for brand
Levene Statistic
df1
df2
Sig.
1.420
2
32
.256
ANOVA
Alcohol by Volume (in %) for brand
Sum of Squares
df
Mean Square
F
Sig.
Between Groups
.906
2
.453
4.357
.021
Within Groups
3.329
32
.104
Total
4.235
34
Post Hoc Tests
Multiple Comparisons
Dependent Variable:
Alcohol by Volume (in %) for brand
Tukey HSD
(I) Rated Quality of Brand
(J) Rated Quality of Brand
Mean Difference (I-J)
Std. Error
Sig.
VeryGood
Good
.30000
.12995
.069
Fair
.39000
*
.14093
.025
Good
VeryGood
-.30000
.12995
.069
Fair
.09000
.13354
.780
Fair
VeryGood
-.39000
*
.14093
.025
Good
-.09000
.13354
.780
Multiple Comparisons
Dependent Variable:
Alcohol by Volume (in %) for brand
Tukey HSD
(I) Rated Quality of Brand
(J) Rated Quality of Brand
95% Confidence Interval
Lower Bound
Upper Bound
VeryGood
Good
-.0193
.6193
Fair
.0437
*
.7363
Good
VeryGood
-.6193
.0193
Fair
-.2382
.4182
Fair
VeryGood
-.7363
*
-.0437
Good
-.4182
.2382
*. The mean difference is significant at the 0.05 level.
Homogeneous Subsets
Alcohol by Volume (in %) for brand
Tukey HSD
a,b
Rated Quality of Brand
N
Subset for alpha = 0.05
1
2
Fair
10
4.5100
Good
14
4.6000
4.6000
VeryGood
11
4.9000
Sig.
.784
.082
Means for groups in homogeneous subsets are displayed.
a. Uses Harmonic Mean Sample Size = 11.436.
b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed.
Mean.
One Paragrapher per question.1) The internet has significantly.docxarnit1
One Paragrapher per question.
1) The internet has significantly changed the way that organizations conduct their business operations in breaking down barriers that previously existed. In what ways do organizations have to change their business models and operations due to the effects of the internet? Use specific examples to justify your conclusions.
2)
The content up to this point covered microeconomics. Are there any concepts covered that you found most useful or interesting, or some concepts you find difficult?
3) Find an article on a current event related to microeconomics. Briefly summarize the article.
.
Online Dating and its effects on our Interpersonal Communication..docxarnit1
Online Dating and its effects on our Interpersonal Communication.
Are we closer, or further apart?
1-
Summarize new ideas on the topic (positive and negative effect on Interpersonal Communication)
and
conclude with how online dating relates to Interpersonal Communication
2
-
In the second portion of the paper you will discuss how learning to function within a Small Group is an essential part of the larger human experience (use your own life, work, pop culture, research, etc to elaborate your position)
*Page count for the paper is 4 double spaced pages* MLA style
You are required to use 2 outside sources for this major paper.
Please be sure to include formal citations.
(You can use our text, popular press (newspaper/magazines), academic articles, etc)
Due Tuesday June 25th at 8PM-Original work only
.
ONE QUESTIONLARGE CLASS I have given you the whole module under th.docxarnit1
ONE QUESTION
LARGE CLASS I have given you the whole module under the question requirements.
QUESTION
You need to teach vocabulary of character personality traits such as honest, stubborn, or sensible. NOT moods such as ahppy and sad.
When considering presentation techniques have in mind the target language is NON VISUAL you can’t draw honest so think of another way to convey the meaning
Please include
List of words of words you will teach
Assumed knowledge of students list of vocabulary structures you will expect your students to know
Anticipated problems.
Solution
s.
Prearations and aids
Step by step entire lesson and timing
THIS IS MY LAST CHANCE HELP
Understandably, before teachers begin teaching their first large class, they tend to think about the challenges inside the classroom. However, after a few days, it becomes clear that responsibilities outside class are equally challenging.
Welcome to this module on
teaching large classes.
Teaching large volumes of students at any one time is always a challenge, and so it is particularly important for the teacher to be well prepared. This module can help you overcome the difficulties generated from a large class, but it will also help you make the most of the benefits that it can provide.
In this module, you will find out:
a variety of methods and techniques to help you teach a large class of students to communicate in English
how to manage your time outside class
ways to manage a large group of students
how to keep your students participating and motivated
how to cater for students with different proficiency levels
how to arrange students
how to promote learner independence
how to organise feedback
how to monitor and assess student performance in a large class
WHAT DO WE MEAN BY LARGE CLASS
When we say 'large' we generally mean a class of 30-60 students, in some instances up to 100. The educational system of some countries precludes the formation of language groups that are so large, however in other countries, for instance India, China or South Korea, such classes are quite common.
School administrations may choose to split students into smaller groups for the following reasons:
Overpopulation and a lack of teachers.
The traditional belief that still prevails in some parts of the world where the aim of a language course is to prepare students for an examination (usually a formal, written, grammar-based one) rather than teach them to communicate in English. A lesson is therefore viewed as a lecture where a certain amount of knowledge is to be passed on to the students.
Depending on room size it would be difficult to divide the class but definitely possible.
Assess competency and delegate stronger class members to lead smaller groups within class room.
Delegate 4 class members if your class is 60 and instruct them each to distribute and collate homework.
Failing to prepare before entering the class means the class is doomed to fail
Rising to the challenge stimulates professional gro.
Once the training analysis is completed, the organization and employ.docxarnit1
Once the training analysis is completed, the organization and employee development human resources specialist uses adult learning theories to turn the training needs into training materials, courses, and instructional design.
Address the following elements of understanding the adult learning model:
Explain the theories of adult learning principles.
Compare the differences between child/adolescent and adult learning models (pedagogy and andragogy).
Discuss the concept of learning styles, personalities, and how these concepts are combined with adult learning in organizational training and development programs.
Explore the options that organizations have in applying adult learning to a comprehensive training and development program.
.
Once each individual selects their own feature topic, then each pers.docxarnit1
Once each individual selects their own feature topic, then each person should prepare their own
2 page text report that explains and presents the essence of the particular WSJ feature they are reviewing, plus some appendices as noted below
. The objective of each member’s individual 2 page report is to efficiently & effectively communicate a GENERAL message regarding what the WSJ feature section is about, as well as key and interesting insights presented in the section and gained through your work.
An example is provided at the end of this document.
.
Once the Application has started up and you are at the Start Page, s.docxarnit1
Once the Application has started up and you are at the Start Page, select the create a new project option. When presented with the New Project window like the one below, be sure that you have highlighted Console Application under the Templates window. Now give the new project the name INV_GRAB in the Name field, and have the location field pointing to the F:\SAI430 folder you have on the F: drive. The diagram below depicts what your New Project window should look similar to.
Once you have done this, select OK to complete this operation. You may get a "Microsoft Development Environment" message box stating that the project location is not a fully trusted .NET runtime location. You can ignore this and just select OK. You should now see your new project listed in the
Solution
Explorer window on the upper right hand corner of the editor window. You are now ready to begin setting up your form.
STEP 2: Setting Up a Database Connection
Back to Top
The first step now is to set up a database connection with Access and then a data set that can be used to transport the data from the database to the application to be written to a file. For the purposes of this lab and your project, you will only need data from two columns in the ITEMS table of the INVENTORY database, but we will control that with the code written later. The following steps will lead you through the process of setting up the connection.
To begin, you need to add the following three namespaces to the top of your application code:
using System.IO;
using System.Data;
using System.Data.OleDb;
Since you are going to be not only connecting to a database but also writing data to a file, you will need all three of these listed.
Now you can set up the connection to your Access database that you downloaded and put in your folder. The actual connection string is @"Provider=Microsoft.JET.OLEDB.4.0; data source=F:\inventory.mdb". This is a standard connection string for MS Access. You will want to precede this with the command - string conString = so that the finished connection looks like this.
string conString = @"Provider=Microsoft.JET.OLEDB.4.0; data source=F:\SAI430\inventory.mdb";
This is simply defining a string variable named conString and assigning the connection string to it. We will use this variable later.
Now we need to define an OleDbConnection that will be used to connect to the database. To do this you will need to define a connection variable as a new OleDbConnection and point it to the connection string defined in the previous step. Your code should look like the following.
OleDbConnection conn = new OleDbConnection(conString);
Now you can connect and open the database with the following command entered right below the line above.
conn.Open();
Last, we need to declare a variable that will be used later on. Although this really has nothing to do with setting up the database connection, this is as good a place as any to do this. You need to define a single variable named rowCount as an.
Once an individual has become a victim of a crime, there is the myst.docxarnit1
The police chief has tasked a group with compiling an instructional document to explain the criminal justice system to victims. The document will describe the roles of law enforcement, courts, corrections, and victim advocacy programs. It will also outline civil proceedings victims can pursue. The group divides these sections among members, who research and write their portions before compiling the final document.
Once again, open and read aboutMuseo Nacional de Banco Centr.docxarnit1
Once
again
,
open and read about
Museo Nacional de Banco Central de Ecuador
and the
Fundación Guayasamín
.
Write about upcoming shows and exhibitions at either of these museums. Use the future tense and
ir
+
a
+
infinitivo
in your answer.
.
One function of a leader is to provide the vision for the organiza.docxarnit1
One function of a leader is to provide the vision for the organization they lead. Being a role model and leading the way forward are important aspects of leadership. If you were leading an internet retailer or other organization that involves innovative technology and organizational flexibility, describe the process you would engage to create a vision for the organization and how you would get employees involved in that vision.
.
One afternoon at work, Natalie received a phone call from her daught.docxarnit1
One afternoon at work, Natalie received a phone call from her daughter’s teacher. It seemed that Brandi had got into trouble, and Natalie would need to meet with Brandi’s teacher and the school principal. Natalie could not imagine what the trouble could be. Brandi was a straight-A student, played soccer, and was part of the school band. She also helped out with chores at home. On the way to the school, Natalie decided she would not jump to conclusions but would hear Brandi’s side of the story. Then, she would let Brandi have a piece of her mind!
At school, Natalie met the school principal; Brandi’s teacher; and a crying, red-eyed Brandi. Brandi and two other girls had stolen a pack of cigarettes from a teacher’s purse and were caught smoking in the woods behind the school. Worse, one of the other girls had stolen the teacher’s prescription medication, though Brandi said she did not know anything about that. The principal and teacher said that this was a serious breach of trust and was against school policy. They knew Brandi and were “shocked” that she was involved in this activity. In private consultation with Natalie, they said that Brandi was involved with the wrong crowd, but there was still time to intervene before she developed a pattern of bad behavior.
Natalie left the meeting angry with Brandi, but also feeling guilty and responsible. She had been working extra hours and was often busy with her schoolwork. Perhaps she had neglected Brandi or missed important warning signs. She would ground Brandi, but more importantly, she would pay much closer attention to whom she befriended and where she went. Natalie decided she would establish a schedule where she would help the girls’ do their homework.
Natalie felt tired. After all the years of guidance and parenting, how could “two stupid tweens” undo all her hard work? She felt she had worked hard teaching Brandi and Jenny how to make good decisions and to know right from wrong. She worried what the next ten years would bring. She pondered the possibilities of other peer influences, alcohol, drugs, and boys.
Research differential association theory and social learning theory as applied to criminal behavior and crime using the textbook, the University online library resources, and the Internet. Select two scholarly, peer-reviewed articles for use in this assignment.
Based on the scenario, your readings and research, respond to the following:
How could Brandi’s behavior be explained using differential association theory?
How could Brandi’s behavior be explained using social learning theory?
What are the strengths and limitations of these two theories as applied to this example?
Be sure to support your responses using the selected resources.
Write your initial response in 4–6 paragraphs. Apply APA standards to citation of sources.
.
One of the key aspects of developing a strategy for the human elemen.docxarnit1
One of the key aspects of developing a strategy for the human elements in information technology (IT) project is to identify the roles and responsibilities of those affected by and involved with the projects. These people are called the
stakeholders
, and they will be the ones who determine the success of the projects. The key aspects of a project's success include the identification of the stakeholders and planning and preparing for the strategies of communication between those stakeholders.
For this assignment, you will continue to work on the Human Elements in IT Strategy document by identifying the stakeholders and defining their roles and responsibilities within the IT projects. You will then establish a strategy for communication between these stakeholders, including the methods of communication and identification of the key artifacts of project information that must be communicated during project execution. This is the Key Assignment First Draft.
The project deliverables are as follows:
Update the Human Elements in IT Strategy document title page with a new date.
Update the previously completed sections based on instructor feedback.
IT Project Stakeholders
Stakeholder Identification, Roles, and Responsibilities
Create a list of the key stakeholders in your organization’s IT projects.
Describe the roles and responsibilities of each stakeholder with respect to IT projects.
Summarize the issues related to the organization's IT projects that are important to each stakeholder.
Stakeholder Communication
Develop a strategy for communication between the stakeholders identified in the first part of the assignment.
The communication strategy should identify the major communication that should occur during the project and the key artifacts that should be communicated.
For example, a design document should be one of the key artifacts, and it should be communicated to specific project stakeholders.
A communication matrix would be appropriate for this part of the assignment.
Be sure to update your table of contents before submission.
.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Liberal Approach to the Study of Indian Politics.pdf
CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING GLOBA.docx
1. CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING
GLOBAL CITIZENSHIP & EQUITY PROGRAMS
Student Manual · 2011
CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING
2
TABLE OF CONTENTS
THE SIGNATURE LEARNING EXPERIENCE: GLOBAL
CITIZENSHIP & EQUITY 3
GCE LEARNING OUTCOMES 3
WHAT IS GLOBAL CITIZENSHIP & EQUITY 3
HOW WILL A GCE PORTFOLIO BENEFIT ME? 4
2. WHAT IS A GCE PORTFOLIO? 4
ELECTRONIC PORTFOLIO 5
GCE PORTFOLIO DEVELOPMENT PROCESS 5
WHAT IS AN ARTIFACT? 5
Possible Artifacts 5
HOW DO I WRITE A REFLECTION FOR MY GCE
PORTFOLIO? 5
Things to Consider for Reflection 6
SUMMATIVE REFLECTIONS 6
ROLE OF MY GCE PORTFOLIO LEARNING ADVISOR
6
ASSESSMENT OF PORTFOLIO 7
GCE PORTFOLIO CHECKLIST 7
GCE PORTFOLIO RESOURCES 7
REFERENCES 8
3. APPENDIX A – STUDENT OUTCOMES TRACKING SHEET
9
APPENDIX B – SUMMATIVE QUESTIONS AND
REFLECTIVE EXAMPLES 13
CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING
3
THE SIGNATURE LEARNING EXPERIENCE:
GLOBAL CITIZENSHIP & EQUITY
The Signature Learning Experience (SLE) reflects Centennial
College’s commitment to an educational process that
focuses on global citizenship, social justice and equity. The
SLE is a unique educational experience. It is a promise
made to students that you will learn something valuable for
your career success and possibly participate in
transforming lives and communities through this learning.
As a student you will have opportunities through classroom
and co-curricular activities to participate in meaningful
projects that will help you gain an understanding of global
citizenship, social justice and equity issues. You will
4. document your growth in learning through assignments
and reflections that will result in the development of an
artifact. This collection of artifacts will make up your Global
Citizenship & Equity Portfolio.
You will create a portfolio that will address Centennial’s
Global Citizenship & Equity (GCE) learning outcomes. In
programs where a portfolio is already a requirement, you
will simply add the selected pieces related to global
citizenship, social justice and equity to your existing
portfolio. Upon completion of your GCE Portfolio, you will
receive a Statement of Recognition acknowledging
Centennial’s Signature Learning Experience: Global
Citizenship & Equity.
GCE LEARNING OUTCOMES
The overall goals of the GCE Portfolio requires you to
develop global citizenship and equity knowledge, skills and
experiences as it relates to sustainability of resources,
individual and community identities, critical social analysis,
and enhanced personal and social responsibility. These are
the learning outcomes that you will address when selecting
artifacts for inclusion in your GCE Portfolio.
Artifacts should contain answers to at least one of the six
areas of GCE learning outlined below:
1. How did you examine one’s roles and responsibilities
as a global citizen in personal and professional life?
2. How did you examine beliefs, values and behaviours
5. that form individual and community identities and the
basis for respectful relationships?
3. Demonstrate how you analyzed issues of equity at the
personal, professional and global level.
4. Demonstrate how you analyzed the use of the world’s
resources to achieve sustainability and equitable
distribution at the personal, professional and global
level.
5. Identify and challenge unjust practices in local and
global systems.
6. Demonstrate how one’s actions support personal and
social responsibility at the local, national or global
level.
WHAT IS GLOBAL CITIZENSHIP & EQUITY?
Centennial learners are citizens in the global sense through
recognition that we must all be aware of our use of
resources and find ways to live together in sustainable
ways.
We must be able to reflect on the many identities that
contribute to our whole being, which form who we are as
individuals, as members of communities, in our roles and
responsibilities and in our place in the world.
6. When we see that others are being treated with injustice,
we know that we are responsible for trying to ensure that
others are treated justly and provided with equitable
opportunities as fellow citizens of the world.
We think critically about what we do and say, and make
sure that our actions are inclusive, to bring about
transformational changes in lives and communities for
personal, career and societal benefits.
The term citizenship has both legal and social meanings. In
a legal sense, it is that set of rights and responsibilities
granted to a people in recognition of their attachment to a
particular country. In a social sense, it refers to the
participation of people in their community as they fulfill
and debate their rights and responsibilities i. Citizenship is
when you belong to a community and understand your
rights and responsibilities as a member of that community ii.
Global Citizenship is an increasing awareness that our lives
are connected to the lives of people across the world, that
we are members of a global community with rights and
responsibilities to do our part to ensure sustainability of
resources, social justice and equity for all are achieved
locally and globally.
To be a Global Citizen requires action. As participatory
action, Global Citizenship can refer to the responsibility to
reduce inequality, avoid doing actions that could harm
individuals or communal well-being and take steps to
protect and become more conscious of sustaining our
environment. Global Citizenship means valuing the earth
and every living thing’s right to live on it, in addition to
acting upon our responsibilities both to each other and to
our global community. Once you understand the term and
7. continuously engage in the learning of Global Citizenship it
will become a new way of thinking and behaving rooted in
a belief that you can make a difference.
CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING
4
A Global Citizen is someone who:
• is aware of the world and has a sense of their own
role as a global citizen;
• respects and values diversity;
• has an understanding of how the world works
economically, politically, socially, culturally,
technologically and environmentally;
• is actively involved in issues of social justice;
• participates in and contributes to the community at a
range of levels from local to global;
• realizes the importance of reaffirming or developing a
sense of identity and self-esteem;
• addresses inequality within and outside school;
• has a willingness to learn from the experiences of
others around the world;
• is willing to act to make the world a more sustainable
8. place;
• takes responsibility for their actions iii;
• becomes aware of our use of resources and finds
ways to live together in sustainable ways;
• is able to reflect on the many identities that
contribute to our whole being, that form who we are
as individuals, as members of our communities and in
our roles and responsibilities in the world
Equity is not separate from the concept of Global
Citizenship; both terms mean allowing everyone to have an
equal opportunity to achieve and have access to what our
world has to offer in addition to basic human rights. Equity
in action means to ensure there are equitable
opportunities and benefits for all and recognizes that to be
treated equitably some people may need more or different
supports.
For example, a student with a learning disability may
require more time to complete an exam or assignment.
This action is not unfair but equitable because it addresses
the barrier to achieving success that a learning disability
can have on a student.
Therefore equity is not treating everyone the same but is
broader, in that it is an understanding that includes how we
can respond to all differences accordingly and fostering a
barrier-free environment where individuals all over the
world benefit equally.
9. Understanding and learning GCE through the development
of a portfolio will allow you to display your ability to think
globally and consider issues from a variety of perspectives.
HOW WILL A GCE PORTFOLIO BENEFIT
ME?
Employers today are very interested in aspects of diversity
that lead to greater innovation and efficiency within the
workplace. Understanding the concepts of GCE will allow
you to develop respectful working relationships, which
works to foster productivity. Employers are looking to hire
and maintain staff that can demonstrate problem solving
skills, conflict resolution and ethical behaviours within the
context of social, cultural and racial diversity. iv Additional
benefits of a GCE Portfolio are:
• A greater sense of confidence
• Enhanced leadership abilities
• A developed global consciousness
• A competitiveness over other college graduates
• Improved writing, interpersonal, critical thinking,
problem solving and communications skills
• The ability to work cooperatively with people of
diverse backgrounds and beliefs
• Positive relationship building skills
Portfolio learning allows you to track your personal and
professional growth and development over time. A
portfolio is a self-management tool that will help you to
10. identify your strengths and track accomplishments.
Therefore, as a Centennial graduate who has completed
and fulfilled the requirements of a GCE Portfolio you have
significantly enhanced the skills necessary to succeed in a
global environment with an increased level of self-
confidence. This is a significant benefit to you and your
journey of learning.
WHAT IS A GCE PORTFOLIO?
The development of a portfolio is a process of documenting
your learning. Each artifact selected for your portfolio
should demonstrate your growth and understanding of
GCE. The development of a portfolio is “the process of
becoming critically aware of how and why our assumptions
have come to constrain the way we perceive, understand
and feel about our world.” v
The documenting of how you have changed or altered your
way of thinking to make you more inclusive, less
discriminating, open, capable of change and reflective so
that you can work to develop beliefs that incorporate
aspects of GCE is this process. The focus of a portfolio in
GCE is to understand how we learn to negotiate and act on
our own purposes, feelings and meanings – to gain greater
control over our lives as socially responsible, clear-thinking
decision makers. vi
A portfolio is a collection of artifacts organized in a variety
11. of formats (for example a binder, CD/DVD or website).
Developing the GCE Portfolio requires you to develop
artifacts that will include a reflection that documents the
process of understanding and learning about these
concepts.
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5
You are required to complete and submit a total of SIX
artifacts for your program. Your artifacts must address
at least ONE of the SIX GCE learning outcomes. However
one artifact may address several learning outcomes.
In addition to an artifact you are required to submit a
reflection that details your understanding of GCE. How
to write a reflection in detail is outlined in the following
section.
In Summary, a GCE Portfolio is:
• A demonstration of the process of your learning and
understanding of GCE
• A collection of purposefully selected materials that
support your learning and growth in GCE
• A critical self-reflection of yourself and the world
12. ELECTRONIC PORTFOLIOS
An electronic portfolio means having artifacts and
reflections formatted using computer technology. You may
use various computer programs to develop artifacts for the
GCE Portfolio. In summary, an electronic portfolio:
• Can be saved as a web site or on a CD/DVD
• Can contain the same information as a paper archive
portfolio and can include audio/video
• Can be created in an interactive manner
• Demonstrates not only organizational skills but also
computer skills
• Can be accessed from anywhere there is a computer
However, you must consider the following questions before
thinking about completing the GCE Portfolio electronically:
• Do you have the computer skills to create and
maintain an e-portfolio?
• Centennial College does not provide students with
free web site hosting therefore have you considered
the costs for hosting a website?
• Will you be concerned about your personal
information being accessible to anyone on the web?
• Are there items on the web site that you would not
want people to copy or have access to make changes
13. to? This means your work would have to be saved as
PDF or other file protected formats.
As previously mentioned, if you are required to complete a
portfolio for your program, you do not need to maintain
two portfolios. Simply add your artifacts that speak to GCE
to the program/career portfolio.
GCE PORTFOLIO DEVELOPMENT PROCESS
The GCE Portfolio is a visual representation of your GCE
experiences, knowledge, strengths, abilities, skills, qualities
and learning. It will represent your potential as an
individual/employee who is aware of one’s personal and
social responsibilities in an inter-connected world.
Artifacts included in the GCE Portfolio will provide evidence
that you have met the GCE learning outcomes. These
artifacts will emerge from assignments, projects and/or
activities that you complete as part of your academic
course work as well as co-curricular activities and other life
experiences during your program of study.
You will be introduced to portfolio development and given
an initial portfolio “shell” assignment during a designated
course in the first semester of your program. Once you are
introduced to the GCE Portfolio process, the following are
the steps you will need to take to complete your GCE
Portfolio:
• You will add your artifacts to this portfolio “shell” as
14. you progress through the program.
• The GCE Portfolio Learning Advisor is introduced to
you at the beginning of the program
• You add a GCE artifact from coursework and
accompanying reflection to the portfolio
• You can add optional additional artifacts and
reflections arising from coursework, co-curricular
activities, etc.
• You may meet with the GCE Portfolio Learning
Advisor for guidance
• You may track the inclusion of artifacts on the GCE
Portfolio Student Outcomes Tracking Form
SAMPLE OF THE GCE PORTFOLIO STUDENT OUTCOMES
TRACKING FORM IN APPENDIX A
WHAT IS AN ARTIFACT?
An artifact is an item that you have selected to include for
the GCE Portfolio that will document your growth in
learning. The artifact will demonstrate your skills,
knowledge and experiences in the areas outlined in the
GCE learning outcomes. These items can be classroom
assignments, participation in co-curricular activities and
other items approved by your GCE Portfolio Learning
Advisor.
15. Possible Artifacts
• Reflections
• Research Papers/Assignments/Presentations
• Poetry/Music/Art Forms
• Actions/Activities/Involvements that may be through
volunteer activities, religious organizations, student
clubs and/or other events on or off campus.
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6
GCE Portfolio Learning Advisor contact information:
Yasmin Razack (Manager) 416 289-5000 ext. 3397
Julia Satov 416 289-5000 ext. 3364
Ann-Marie Fisher-Herdsman 416 289-5000 ext. 3365
Gabriel Bedard 416 289-5000 ext. 2432
HOW DO I WRITE A REFLECTION FOR MY
GCE PORTFOLIO
A reflection is the written part of your GCE Portfolio that is
submitted with your artifact. Your written piece should
outline a process of describing, defining, explaining,
predicting, arguing and critiquing an assignment or
experience in which you have participated. A reflection is a
16. written response to the artifact you have selected to
submit for your GCE Portfolio. Your reflection should make
sense of the artifact by demonstrating both the significance
of the artifact selected and how it represents your growth
in learning.
Reflections written for the GCE Portfolio will be assessed
on your ability to demonstrate the following criteria:
• Make connections to global citizenship?
• Analyze what you have learned so far in your program
and how this affects your previous knowledge and
beliefs?
• Ensure accurate and proper use of grammar and
spelling?
Each artifact submitted for the GCE Portfolio is required to
have a reflection accompanying it. This reflection has you
reflect on the dimensions of GCE and/or your GCE
experiences in doing the activity. The reflection should
discuss the artifact by demonstrating both the significance
of the artifact selected and how it represents growth in
learning.
Things to Consider for Reflections
• Write about your reactions, feelings and thoughts
regarding the artifact and how it relates to the GCE
learning outcomes.
• Your reflection is assessed on your analysis and the
conclusions you draw from your experiences.
17. • Your reflection will demonstrate personal and critical
analysis of your interactions with the development of
the artifacts and/or participation in co-curricular
activities.
• In your reflection, examine the experience and relate
it to perhaps your own previous life experiences,
other courses you have taken, your understanding of
how the information and experiences impact you,
your community and globally.
• What are the questions that this artifact leaves you
with? Are there differences/similarities between your
past experiences and what you are learning?
• Examine the GCE learning outcomes and identify
which of the learning outcomes you have achieved
through completing this artifact and reflection.
• A reflection could also be an auditory reflection in the
form of a video or other audio-visual formats. These
reflections need to be included in the portfolio.
SAMPLE OF A REFLECTIVE PIECE IN APPENDIX B
SUMMATIVE REFLECTIONS
In addition to including artifacts and reflections, you will
create a Summative Reflection for the portfolio at the end
of your program or last semester. The Summative is an
18. opportunity for you to discuss on paper, in art, in prose or
in digital media what the GCE Portfolio has done for you. It
allows growth by examining, understanding, questioning
and challenging existing knowledge in education, in life and
in work.
Below are some sample summative reflection statements
to get you started. You can complete these statements
with your own personal experiences. After examining your
completed statements, as well as your reflections, you will
be better able to write about what your own personal
journey or learning has been while engaging in Centennial
College’s Signature Learning Experience and developing the
GCE Portfolio. It should be written in first person. This
should be written in full sentences, paragraphs and have an
opening, body and conclusion to the reflection. Grammar
and spelling should be checked for accuracy. Below are the
three recommended question to guide you through the
writing of your Summative reflective piece:
• How has the development of the GCE Portfolio
influenced my values, beliefs and/or actions?
• How will I demonstrate global citizenship as a
Centennial College graduate?
• What skills have I acquired from the development of
the GCE Portfolio that will benefit me in the
workforce, in an interview, in a career?
SAMPLE OF SUMMATIVE QUESTIONS AND SUMMATIVE
REFLECTIVE PIECE IN APPENDIX B
19. ROLE OF MY GCE PORTFOLIO LEARNING
ADVISOR
You will be introduced to a GCE Portfolio Learning Advisor
in the first semester of your program during one of your
classes. It is your responsibility to meet with your GCE
Portfolio Learning Advisor each semester. Meetings can
take place in-person, by email or phone as appropriate and
agreed upon by your GCE Portfolio Learning Advisor.
At the meeting, you are to share your updated GCE
Portfolio with the Advisor and clarify any questions or
concerns you may have. Each semester, you are to include
CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING
7
format in which to contain and organize your artifacts.
portfolio (e.g. tabbed dividers).
or more of the GCE learning outcomes.
ction at the end of your program
20. reflecting on your overall learning and growth in the
area of GCE.
one to two additional artifact(s) and a reflection about the
selected piece in your portfolio.
The GCE Portfolio Learning Advisor may support you in the
following ways:
• Clarify questions regarding GCE Portfolio
requirements, format options, artifacts, process and
assessment for successful completion.
• Provide ongoing support about artifacts you have
selected for your GCE Portfolio that will demonstrate
global citizenship, social justice and equity
knowledge, skills and experiences.
• Direct you to useful on and off campus resources you
may not be aware of.
ASSESSMENT OF PORTFOLIO
All artifacts that are academic assignments will have been
assessed by the faculty member who assigned them. They
will not be assessed by the GCE Portfolio Learning Advisor.
• All artifacts included in the portfolio must have a
reflection describing how the artifact demonstrates
connection to the GCE learning outcome(s); unless
these were part of the original assignment and
21. previously evaluated by faculty.
• If an artifact is included that was not assigned by a
faculty member but was done independently or as a
co-curricular activity, it also requires a reflection.
• At least one artifact that addresses at least one of the
learning outcomes should be added to the portfolio
every semester.
If another kind of portfolio is a requirement of the
student’s program the GCE artifacts can be incorporated
into the one portfolio – these are evaluated by the faculty.
GCE PORTFOLIO CHECKLIST
The following is a checklist of the required elements of your
GCE Portfolio:
GCE PORTFOLIO RESOURCES
This student manual has been produced to help you
understand the requirements of the GCE Portfolio.
However, there are various supports at Centennial College
that can assist you as you develop your artifacts and
portfolio.
22. Centre for Organizational Teaching and Learning
(COLT)
Peer Collaborative Learning Circles are small groups that
will be made available to you in order to discuss and
debate different aspects of GCE as well as the process of
GCE Portfolio development. This will be offered once a
semester in order to first introduce the concepts and
requirements of the GCE Portfolio; other discussions will
follow that will include topics that connect the concepts of
GCE to learning of the program in which you are currently
enrolled.
GCE Co-Curricular Initiatives
Co-curricular GCE activities for students will also be offered
through COLT. Attendance at these events is voluntary and
can result in an artifact for inclusion in the GCE Portfolio.
Several other areas and programs in the college, such as
the Office of Equity, Centennial College Student Association
Incorporated (CCSAI) and the First Generation Project, will
organize events and activities that may have a GCE
connection. Reflections on participation in these activities
can also be used as additional artifacts for inclusion in the
GCE Portfolio.
Libraries
The college libraries have purchased a large quantity of
books and other media resources related to GCE. They also
have a selection of books about portfolio development and
librarians are available and willing to help student, staff and
faculty source relevant materials. There are small meeting
rooms for students to use and also areas for viewing media.
23. Cooperative Education & Employment Resources
Although focused on portfolios for career use, Student
Employment Advisors are available to meet with students
individually and can assist them with common portfolio
issues such as organization, appearance, and general
portfolio development. They also have a sample portfolio
that they can look at for reference. However, the GCE
Portfolio Learning Advisor should be your primary contact
for help with selecting GCE artifacts, reflections and
meeting the GCE learning outcomes.
The Cooperative Education & Employment Resources
department provides a web based tool free to all
Centennial students for development of an online portfolio.
Visit centennialcollege.optimalresume.ca
CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING
8
REFERENCES
i http://syllabus.boardofstudies.nsw.edu.au/go/7-
10/hsie/history/glossary
ii http://www-
ilomirror.cornell.edu/public/english/protection/migrant/ilmdb/il
mterms.htm
24. iii Oxfam,1997 – www.oxfam.com
iv Ibid
v Mezirow, J. (1991). Transformative Dimensions of Adult
Learning. San Francisco, CA: Jossey -Bass.
vi Mezirow, J. (2000). Learning to think like an adult: Core
concepts of transformation theory. In J. Mezirow & Associates
(Eds.),
Learning as transformation: Critical perspectives on a theory in
progress (pp. 3-34). San Francisco, CA: Jossey-Bass.
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APPENDIX A - STUDENT OUTCOMES TRACKING SHEET
CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING
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GLOBAL CITIZENSHIP & EQUITY PORTFOLIO
STUDENT OUTCOMES TRACKING FORM
Global Citizenship & Equity Learning Outcome
25. Develop global citizenship and equity knowledge, skills, and
experiences as they relate to sustainability of resources,
individual and
community identities and critical social analysis, and enhanced
personal and social responsibility.
MEASURABLE OUTCOMES
1. Identify one’s roles and responsibilities as a global citizen in
2. Identify beliefs, values and behaviours that form individual
and community identities and the basis for
respectful relationships.
3. Analyze issues of equity at the personal, professional, and
4. Analyze the use of the world’s resources to achieve
sustainability and equitable distribution at the personal,
professional, and global level
5. Identify and challenge unjust practices in local and global
6. Support how one’s actions support personal and social
Measurable Criteria
• Identify equity issues in a given topic
26. • Make connections to global citizenship
• Analyze topics from multiple perspectives
• Make decisions and recommendations for action
Instructions:
• Add one artifact per semester from the program courses (not
GNED 500) that address one or more of the above learning
outcomes
and complete the chart below.
• Indicate which learning outcomes have been addressed by
writing its corresponding number in the appropriate column.
• As you include an artifact addressing the learning outcomes
above check the box next to it.
• All of the 6 measurable learning outcomes must be addressed
by the end of your program (all 6 boxes checked off).
CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING
11
SEMESTER 1 ARTIFACT:
Topic/Activity/Event Learning Outcome Course Reflection
Included Advisor’s Comments
SEMESTER 2 ARTIFACT:
Topic/Activity/Event Learning Outcome Course Reflection
Included Advisor’s Comments
27. SEMESTER 3 ARTIFACT:
Topic/Activity/Event Learning Outcome Course Reflection
Included Advisor’s Comments
SEMESTER 4 ARTIFACT:
Topic/Activity/Event Learning Outcome Course Reflection
Included Advisor’s Comments
SEMESTER 5 ARTIFACT (IF APPLICABLE):
Topic/Activity/Event Learning Outcome Course Reflection
Included Advisor’s Comments
CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING
12
SEMESTER 6 ARTIFACT (IF APPLICABLE):
Topic/Activity/Event Learning Outcome Course Reflection
Included Advisor’s Comments
28. EXTRA-CURRICULAR ARTIFACT (OPTIONAL):
Topic/Activity/Event Learning Outcome Course Reflection
Included Advisor’s Comments
CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING
13
APPENDIX B - SUMMATIVE QUESTIONS AND
REFLECTIVE EXAMPLES
CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING
14
COURSE NAME
SEMESTER
Topic: GCE PORTFOLIO SUMMATIVE *
Assignment Type: Individual Submission
Due Date:
29. Please answer the following questions in the medium of your
choice (written, video, audio, website, etc.)
in order to complete the final component of the GCE Portfolio.
1. How has the development of the GCE Portfolio influenced
my values, beliefs and/or actions?
2. How will I demonstrate global citizenship as a Centennial
College graduate?
3. What skills have I acquired from the development of the GCE
Portfolio that will benefit me in the workforce,
in an interview, in a career?
Upon receipt of your completed submission, you will receive a
Statement of Recognition acknowledging
Centennial’s Signature Learning Experience: Global Citizenship
& Equity. This will be presented to you at your
graduation.
*In order for students to receive a notation on their transcript
and a Statement of Recognition for their GCE Portfolio, a
summative reflection must be completed in this course in
addition to having the GCE artifacts that integrate all 6 GCE
learning outcomes in their GCE Portfolio.
30. CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING
15
SAMPLE REFLECTION ON AN ACADEMIC ASSIGNMENT
PRACTICES FOR PROFITABILITY
Practices for Profitability is a research paper that was created
for an assignment for
Business Management. We were to examine three companies
and analyze how
these companies manage their businesses so that they are
competitive in the market
and still maintain their profitability. This paper was written
using only secondary
research. I did my analysis on a manufacturing firm, a personal
services company and
a major retail company.
During our classes in Business Management we examined
human resources,
production planning, international trade, cost analysis and
marketing as well as
many other areas associated with operating a business.
I knew from the newspapers and TV that the rate of full time
31. employment has been
down and that there has been a trend for companies to hire a
larger percent of part
time workers instead. We talked about the practice of employing
part time
employees and that it is cheaper to hire a few part timers rather
than one full timer.
This is one way that companies try to maintain their profit
levels.
I couldn’t believe though when I did my research on the three
companies that all of
them use part time staff. That didn’t seem like such a problem
until I found out that
the part time staff that do the same job as a full time staff
person, only for a shorter
period of time, get paid on average 20% less. They also don’t
have any benefits such
as medical coverage or paid sick days. They do get the
mandatory vacation pay that
is added to every pay but only at the 2%, no matter how long
they have worked for
the company. In one of the companies, 23% of the staff is from
a temporary agency
and 8% of those temp staff had been with the same company
through the agency for
over one year. Most of those staff work the afternoon shift
rather than days. They
also get notified sometimes that they are not required for work
the same day that
they are scheduled.
I really have difficulty with these practices and feel that it is
unjust that employers
differentiate between workers and that they are not treated
fairly. They should all
32. get fair pay for equal work. It makes me think about women and
men being paid
differently for the same job. Maybe that is an area I should
investigate further to see
if there really is equality now.
With all this new information and seeing the reality of hiring
practices of companies I
think it is going to be very important for me to thoroughly
research companies that I
think I want to work for before I send them a resume.
Introduction to the
assignment/task
Prior and new
learning
Identification of
equity issue and
potentially unjust
practice examined
from alternate
perspective
Questions
remaining
Connection to Global
Citizenship and Equity
learning outcome (#5
- Identify and
challenge unjust
practices in local and
global systems)
33. The impact of learning
on personal or
professional life
CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING
16
SAMPLE SUMMATIVE REFLECTION – LISA
After going through the Signature Learning experience journey,
I have grown to have a better
understanding about many things in the world. I have realized
that I am more alert to things
going on around me, and that I think before I do certain things.
Whenever I buy something for example, I double think what it
is that I am buying and where
it may have come from. This course has also helped me
understand the importance of other
peoples’ opinions. I always listened to what other people had to
say, however I would never
really think about where it is that they may be coming from.
One way I didn’t change is that I still question other people’s
positions. Not in a bad
way, I just question people on where they stand and want them
to back up their
position. I feel I have maintained this because it is important to
me to stand up for
34. what I believe in, and that other people do the same. It is just a
way of debating
I suppose. I do not intentionally insult them in anyway; I just
ask questions about how they
justify their position.
One area that I would like to do more personal work on is doing
research on sweat shops. I
want to do my best to prevent buying anything that was not
made by fair trade, as well as
educate others in what I have learned. I have already started
doing so.
When I learn more about Guantanamo Bay, which I previously
was not even aware of, I plan
to write a petition and educate other people I know about the
situation while encouraging
them to take some sort of action as well. Two things I want to
learn more about is
Guantanamo Bay, and once again, sweat shops. I will do this by
watching movies and
documentaries on the subjects as well as do research in the
library.
I learned in class that some Budweiser beer is made in
sweatshops but when I told this too
friends and family, everyone told me that this was untrue
because there is a brewery in
Toronto. I plan to call the beer company and ask where all their
beer is made.
Taking this course has helped me work more effectively with
other people in a huge way.
When I first came into this class, I was terrified of public
speaking. However, now I
am a lot more comfortable speaking in front of large groups of
35. people. This will help
me in the workplace. Also, when I speak to people individually,
I am more open to
their opinions and actually trying to understand where it is that
they are coming
from. This helps me with my personal life because I can have a
mature conversation
with another individual and empathize where they are coming
from. I am definitely more
open to other people’s views and ideas.
The Signature Learning Experience has been a fun and
educating journey. I have learned
many things, but more importantly, I have learned to learn, and
that, in my opinion, is the
best lesson you could ever be taught.
Introduction
What did not
change What changed
Transferable
skills
Goals for change
Conclusion
GC&E Assignment W15 – Food and Water Page 1 of 2
BUSN 119 Fundamentals of Business - Winter 2015
36. Global Citizenship & Equity Assignment
Food and Water – 40 Marks = 10%
Professor Kerri Shields, [email protected]
DUE DATE: March 15, 2015 in eCentennial Dropbox
Late submission deduction of 20% per day late
Overview:
For this assignment you will research topics pertaining to
sustainability. You will analyze the
use of the world’s resources to achieve sustainability and
equitable distribution at the personal,
professional, and global level. Your professor will grade your
submission based on evidence of
thoroughness, attention to detail, deep thought or careful
consideration given to the questions
asked, connections made from self to world, and reflection (to
think, ponder, or meditate).
Formatting & Spelling (10 marks):
Organize your assignment in an MsWord professional report.
This format includes:
37. – “Sustainability,”
your name and student
number, professor’s name, and date submitted)
ody of the report (which is organized by headings and
subheadings and includes in-
text citations where needed)
–
you require at least SIX
sources of information (four have been provided for you at the
bottom of these
instructions to help get your research started)
Your assignment should be about 5 pages in length (including
the title page, TOC, and
References page).
Refer to Centennial’s LRC website for APA formatting
guidelines at
http://library.centennialcollege.ca/library/researchhelp/
Criteria (30 marks):
Discuss why the relationship between water and agriculture has
38. to change. This topic pertains to
how society can help secure the global water and food supplies
for future generations. Use the
following topics to focus your research and address each topic
within your report.
1. Three Issues: Current and possible future global issues
occurring with regards to food
and water supply. Discuss THREE issues. Why are these issues
of high importance to
us? (6 marks)
http://library.centennialcollege.ca/library/researchhelp/
GC&E Assignment W15 – Food and Water Page 2 of 2
2. Possible
Solution
s: Proposed or possible solutions to these issues. Discuss why
these
solutions are or are not viable in your opinion. (6 marks)
39. 3. Equity Across Countries: Will these issues and solutions
affect everyone globally in an
equal manner? Will certain people benefit? If so, who, why?
Can everyone benefit?
(3 marks)
4. Opinions and Suggestions: Are you concerned about the
global issue of securing the
food and water supply? Why or why not? Are there any
suggestions you would make to
improve these solutions or offer other solutions? If not, why
not? (2 marks)
5. Individual Support: How can you, as an individual support or
contribute to securing
water and food supplies for future generations? (3 marks)
6. Government Support: How does the Canadian government
support or contribute to
40. securing water and food supplies for future generations? Do we
need government
regulation to ensure companies move toward more sustainable
practices? Should the
government’s role in sustainability be the same in each country
around the world? Why
or why not? (5 marks)
7. Societal Support: How can society (groups, countries, or as a
whole) contribute to
securing water and food supplies for future generations? (5
marks)
Websites to help start your research:
Clancy, Heather (September 2014). 13 companies sowing
solutions for food resilience.
GreenBiz. Retrieved from
41. http://www.greenbiz.com/blog/2014/09/02/big-data-food-
resilience
Neale, Christopher (October 2014). 8 ways Big Data helps
improve global water and food
security. GreenBiz. Retrieved from
http://www.greenbiz.com/blog/2014/10/22/8-ways-big-data-
helps-improve-global-water-and-food-security
Gassert, Francis (November 2013). Why the relationship
between water and agriculture needs
to change. GreenBiz. Retrieved from
http://www.greenbiz.com/blog/2013/11/05/why-
relationship-between-water-and-agriculture-needs-change
Brown, Lester (July 2013). The real threat to our future is peak
water. theguardian.