Minds Abroad offers study abroad and language programs in China and India, including intensive language classes, cultural courses, and customized school trips. Their programs are located in Beijing, Shanghai, and primarily in Yunnan Province, China as well as Kolkata, India. Impact Abroad, which is funded by Minds Abroad, facilitates volunteers to teach English and work on community projects in China and India by partnering them with local NGOs.
Pamela Lee is a 22-year-old English student from Providence University who was born in Orange, CA but raised in Kaohsiung, Taiwan. She has studied English, Spanish, and teaching Chinese to foreigners for 4 years. Her interests include painting, dancing, movies, music and traveling to places like Los Angeles, Thailand and Cambodia. After graduating, she hopes to work in an art gallery to become an art dealer.
Lucy Jennings is an experienced teacher seeking a new position. She has over 5 years of teaching experience in various subjects including Psychology, Sociology, Health and Social Care, and Travel and Tourism at both GCSE and A-Level. Jennings is committed to continuous professional development and student success, as demonstrated by her Psychology department achieving a 100% pass rate last year. She has strong qualifications including a BA in Sociology and PGCE. References are available upon request.
Alexis was born in Hartford, Connecticut in 1993 to Brian Bryant and Stephanie Tribble. She has two younger siblings, Brianna and Jaden. Her goals are to become a high school math teacher, pursue a Ph.D. to become a college professor, and focus on family. In her free time, she enjoys dancing, cooking, community service, taking pictures, trying new things, and writing.
This document provides information about the Laotian immigrant community in Rhode Island. It discusses the migration of Laotians to the US following the Vietnam War. Culturally, it notes that Laotians value family, friends, hard work, and Buddhism. Education is not widely available in Laos. The document includes an interview with a Laotian immigrant named Bounpone who discusses valuing education and teaching his children the importance of hard work. It concludes with recommendations for teachers to involve immigrant students' families and cultures.
Chad Doss is a recent graduate of the University of North Georgia seeking opportunities in the creative arts field. He majored in Studio Art with a focus in Photography and held leadership roles in the Student Activities Board. His photography has been exhibited in several solo and group shows where he received awards including the Thomas Scanlin Award of Merit and DoVA scholarship. He has a portfolio website and references available upon request.
Stephanie Kim is a senior at Hatboro-Horsham High School anticipating graduation in June 2013. She has maintained honors status with placement in the top 10% of her class since 2009. Her extracurricular activities include leadership roles in Key Club, Asian Students Association, and involvement with band, debate club, and volunteer work. She has received awards from the Census Bureau and maintains interests in art, music, reading, and volunteer activities.
1. Mr. Goligher introduces himself as the new Head of Year 1G at Bangkok Patana School. He provides some personal details about himself including his previous work experience and family.
2. He outlines the organization of Class 1G including cubbies, hats, class helpers, and the reading diary system. He also introduces the Year 1 teaching team and support staff.
3. Mr. Goligher describes the learning approach in Year 1 which includes skills-based learning, differentiation, collaboration, and helping students reach their potential. Learning takes place through both structured lessons and play.
Pamela Lee is a 22-year-old English student from Providence University who was born in Orange, CA but raised in Kaohsiung, Taiwan. She has studied English, Spanish, and teaching Chinese to foreigners for 4 years. Her interests include painting, dancing, movies, music and traveling to places like Los Angeles, Thailand and Cambodia. After graduating, she hopes to work in an art gallery to become an art dealer.
Lucy Jennings is an experienced teacher seeking a new position. She has over 5 years of teaching experience in various subjects including Psychology, Sociology, Health and Social Care, and Travel and Tourism at both GCSE and A-Level. Jennings is committed to continuous professional development and student success, as demonstrated by her Psychology department achieving a 100% pass rate last year. She has strong qualifications including a BA in Sociology and PGCE. References are available upon request.
Alexis was born in Hartford, Connecticut in 1993 to Brian Bryant and Stephanie Tribble. She has two younger siblings, Brianna and Jaden. Her goals are to become a high school math teacher, pursue a Ph.D. to become a college professor, and focus on family. In her free time, she enjoys dancing, cooking, community service, taking pictures, trying new things, and writing.
This document provides information about the Laotian immigrant community in Rhode Island. It discusses the migration of Laotians to the US following the Vietnam War. Culturally, it notes that Laotians value family, friends, hard work, and Buddhism. Education is not widely available in Laos. The document includes an interview with a Laotian immigrant named Bounpone who discusses valuing education and teaching his children the importance of hard work. It concludes with recommendations for teachers to involve immigrant students' families and cultures.
Chad Doss is a recent graduate of the University of North Georgia seeking opportunities in the creative arts field. He majored in Studio Art with a focus in Photography and held leadership roles in the Student Activities Board. His photography has been exhibited in several solo and group shows where he received awards including the Thomas Scanlin Award of Merit and DoVA scholarship. He has a portfolio website and references available upon request.
Stephanie Kim is a senior at Hatboro-Horsham High School anticipating graduation in June 2013. She has maintained honors status with placement in the top 10% of her class since 2009. Her extracurricular activities include leadership roles in Key Club, Asian Students Association, and involvement with band, debate club, and volunteer work. She has received awards from the Census Bureau and maintains interests in art, music, reading, and volunteer activities.
1. Mr. Goligher introduces himself as the new Head of Year 1G at Bangkok Patana School. He provides some personal details about himself including his previous work experience and family.
2. He outlines the organization of Class 1G including cubbies, hats, class helpers, and the reading diary system. He also introduces the Year 1 teaching team and support staff.
3. Mr. Goligher describes the learning approach in Year 1 which includes skills-based learning, differentiation, collaboration, and helping students reach their potential. Learning takes place through both structured lessons and play.
教育部華語文教育推廣簡報「Taiwan's Chinese Language Education」.pptxliur1
The document provides information about learning Chinese in Taiwan. It discusses Taiwan as a comfortable place to learn Chinese, with a traditional character system and democratic society. It then outlines the steps to study Chinese in Taiwan, including choosing a language center and applying for visas. Scholarship and training opportunities are also mentioned. Statistics on foreign students learning Chinese in Taiwan are presented.
This document summarizes opportunities to teach in China through Highland Learning International and its partner Seadragon Education. It describes working and living conditions, including competitive salaries, housing, insurance, and opportunities to explore China and pursue advanced degrees. Teachers must have a bachelor's degree, strong English skills, a valid passport, and enthusiasm for teaching. Highland and Seadragon aim to provide a supportive community experience and assistance with visas, housing, and cultural adjustment for foreign teachers in China.
This document summarizes opportunities to teach in China through Highland Learning International and its partner Seadragon Education. It describes working and living conditions, including competitive salaries, housing, insurance, and opportunities to explore China and pursue advanced degrees. Teachers must have a bachelor's degree, strong English skills, a valid passport and commitment to a one-year contract. Highland/Seadragon offers assistance with visas, housing, orientation and integrating into a community of international educators in Shenzhen and Chengdu. Those interested can apply by emailing their resume to the program director.
Shuang Yang seeks a role in public relations or a similar position. She has a MA in Social Research Methods from Durham University and a BA in Education from Minzu University of China. She has developed strong research, communication, and analytical skills through her education and research projects focusing on education in China. She also has extensive volunteering and extracurricular experience teaching and providing support in China.
The Chinese Bridge Delegation aims to provide participants with resources to develop Chinese programs in K-12 schools. Delegates will visit schools and learn about China's education system, build connections between Chinese and US educators, and explore best practices and China's history. The program is in its fifth year and is supported by Hanban, with 400 to 800 delegates participating each year in Beijing and Chinese regions. Eligible participants are school administrators overseeing foreign language programs. International flights, in-country costs, and visas are covered, while delegates pay registration fees and arrange travel to US hubs.
The Chinese Bridge Delegation aims to provide participants with resources to develop Chinese programs in K-12 schools. Delegates will visit schools and learn about China's education system, build connections between Chinese and US educators, and gather knowledge and best practices. The program is in its fifth year and is supported by Hanban, with 400-800 delegates participating each year in Beijing and Chinese regions. Eligible participants are school administrators overseeing foreign language programs. The program covers international flights, travel, visas, and some meals for delegates.
Michael L. Cognetti has a 3.53 GPA from Penn State University where he majored in Community, Environment, and Development and minored in International Studies with a specialization in Spanish Studies. He spent 4 months in Barcelona, Spain teaching English to high school students. At Penn State, he held several leadership roles for Dance Marathon including Donor and Alumni Relations Captain. He also served as THON Co-Chairman for his fraternity Acacia which consistently raised top funds for THON.
Michael L. Cognetti has a 3.53 GPA from Penn State University where he majored in Community, Environment, and Development and minored in International Studies with a specialization in Spanish Studies. He spent 4 months in Barcelona, Spain teaching English to high school students. At Penn State, he held leadership roles in THON including Donor and Alumni Relations Captain and was THON Co-Chairman for his fraternity. He also interned in the Mayor's Office of Sustainability in Philadelphia and worked as a chef's assistant at a retirement home.
Michael L. Cognetti attended Penn State University from 2012-2016 where he earned a Bachelor of Science in Community, Environment, and Development with a 3.53 GPA and a minor in International Studies with a specialization in Spanish Studies. He spent a semester abroad in Barcelona, Spain where he volunteered teaching English to high school students. While at Penn State, he held leadership roles in THON, Acacia Fraternity, and the Blue & White Society. He also interned with the Mayor's Office of Sustainability in Philadelphia and worked as a chef's assistant at a retirement home.
Pandy, l'application ludique d'apprentissage du Mandarin ECVDigital
This document provides an overview of an app called Pandy that is intended to be a comprehensive learning platform for Mandarin Chinese. It outlines the context, targets, prototype, strategy, business model, benchmarks, budget, and value proposition. The key points are:
1) Pandy aims to provide online courses at different levels, interactive content, and tools for daily learning of Mandarin Chinese.
2) The target users include students learning Chinese, teachers, and institutions.
3) The prototype outlines a tree structure of content including courses, videos, dialogues, and other functions.
4) The strategy discusses pricing, promotion through social media and influencers, and partnerships with schools.
The document summarizes Chinese language and cultural programs at the University of Rhode Island (URI). It outlines the Chinese B.A. program, Chinese teacher certification program, Confucius Institute, Chinese Flagship program, and Chinese summer immersion opportunities at URI. It also discusses partnerships with K-12 schools to develop after-school, in-school, and summer Chinese language programs and the 3-year plan to build sustainable Chinese language offerings in Rhode Island schools. Contact information is provided for those interested in learning more.
Stuart B. Foster is seeking opportunities in education after 25 years of experience teaching both in the US and overseas. He has taught a variety of subjects at both the introductory and advanced levels, including sociology, ESL, and student success courses. Foster also initiated and oversaw an international student exchange program between the US and China. He has a MA in sociology and is looking for a new position where he can best utilize his experience and skills.
This document summarizes key aspects of the International Baccalaureate (IB) Diploma Programme and its Chinese language curriculum offerings. It describes the four levels of Chinese language courses offered (A1, A2, B, ab initio), their objectives, assessments, and recommended entry criteria. It also provides an overview of the core elements of the IB Diploma Programme, including its mission, learner profile, curriculum contents and structure, and assessment principles and practices.
Bring The World To Your Doorstep & Classroomjessicastowell
This document summarizes efforts to build Chinese language and cultural education programs in Oklahoma through various partnerships and exchange initiatives. It discusses how the Confucius Institute and Oklahoma Institute for Teaching East Asia work to enhance international mindedness in communities by improving schools, providing professional development for educators, and offering cultural enrichment opportunities like study tours. Over 5,000 Oklahoma students now study Chinese in 44 schools taught by resident and visiting Chinese teachers. School-to-school exchange programs have involved over 400 students annually. The results of these efforts have been the establishment of new Chinese language programs, student exchanges, and teacher exchanges in many Oklahoma schools.
The document summarizes a Chinese cultural education tour program for students. It provides an overview of the Global Learning Collaborate school and its Chinese studies program, which has sent over 60 students to China over multiple trips focusing on language learning, cultural experiences, and school partnerships. A video highlights the program's 2013 trip to sites like Xi'an, Dunhuang, and Lanzhou. Students observed history, experienced Chinese hospitality, and improved their Mandarin. Administrators arranged partnerships with 6 schools to emphasize educational exchange over sightseeing and develop long-term relationships between students. Recommendations include proactively contacting potential partner schools and keeping close communication before and after trips.
The U.S. State Department's Bureau of Educational and Cultural Affairs supports language learning through several programs. It provides scholarships for American youth and students to study critical languages abroad. Over 1 million people in over 160 countries participate in its exchanges each year. Its goal is to increase mutual understanding between the U.S. and other countries through educational and cultural exchange.
The document describes an orientation program for international students at the English Language Center (ELC) at Rochester Institute of Technology (RIT). The goals of the program are to provide information about RIT services and departments, encourage cultural understanding, create a support network for ELC students, and assist with cultural and academic adjustment. The orientation program utilizes online resources like a course website and wiki. Student testimonials praise the program for helping them learn English and adapt to American culture. The orientation occurs over 12 weeks and includes topics on policies, writing, time management, and cultural adjustment, with guest lectures from other RIT departments. Program assessments found that orientation helped students adjust and online resources/guest speakers were engaging.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
教育部華語文教育推廣簡報「Taiwan's Chinese Language Education」.pptxliur1
The document provides information about learning Chinese in Taiwan. It discusses Taiwan as a comfortable place to learn Chinese, with a traditional character system and democratic society. It then outlines the steps to study Chinese in Taiwan, including choosing a language center and applying for visas. Scholarship and training opportunities are also mentioned. Statistics on foreign students learning Chinese in Taiwan are presented.
This document summarizes opportunities to teach in China through Highland Learning International and its partner Seadragon Education. It describes working and living conditions, including competitive salaries, housing, insurance, and opportunities to explore China and pursue advanced degrees. Teachers must have a bachelor's degree, strong English skills, a valid passport, and enthusiasm for teaching. Highland and Seadragon aim to provide a supportive community experience and assistance with visas, housing, and cultural adjustment for foreign teachers in China.
This document summarizes opportunities to teach in China through Highland Learning International and its partner Seadragon Education. It describes working and living conditions, including competitive salaries, housing, insurance, and opportunities to explore China and pursue advanced degrees. Teachers must have a bachelor's degree, strong English skills, a valid passport and commitment to a one-year contract. Highland/Seadragon offers assistance with visas, housing, orientation and integrating into a community of international educators in Shenzhen and Chengdu. Those interested can apply by emailing their resume to the program director.
Shuang Yang seeks a role in public relations or a similar position. She has a MA in Social Research Methods from Durham University and a BA in Education from Minzu University of China. She has developed strong research, communication, and analytical skills through her education and research projects focusing on education in China. She also has extensive volunteering and extracurricular experience teaching and providing support in China.
The Chinese Bridge Delegation aims to provide participants with resources to develop Chinese programs in K-12 schools. Delegates will visit schools and learn about China's education system, build connections between Chinese and US educators, and explore best practices and China's history. The program is in its fifth year and is supported by Hanban, with 400 to 800 delegates participating each year in Beijing and Chinese regions. Eligible participants are school administrators overseeing foreign language programs. International flights, in-country costs, and visas are covered, while delegates pay registration fees and arrange travel to US hubs.
The Chinese Bridge Delegation aims to provide participants with resources to develop Chinese programs in K-12 schools. Delegates will visit schools and learn about China's education system, build connections between Chinese and US educators, and gather knowledge and best practices. The program is in its fifth year and is supported by Hanban, with 400-800 delegates participating each year in Beijing and Chinese regions. Eligible participants are school administrators overseeing foreign language programs. The program covers international flights, travel, visas, and some meals for delegates.
Michael L. Cognetti has a 3.53 GPA from Penn State University where he majored in Community, Environment, and Development and minored in International Studies with a specialization in Spanish Studies. He spent 4 months in Barcelona, Spain teaching English to high school students. At Penn State, he held several leadership roles for Dance Marathon including Donor and Alumni Relations Captain. He also served as THON Co-Chairman for his fraternity Acacia which consistently raised top funds for THON.
Michael L. Cognetti has a 3.53 GPA from Penn State University where he majored in Community, Environment, and Development and minored in International Studies with a specialization in Spanish Studies. He spent 4 months in Barcelona, Spain teaching English to high school students. At Penn State, he held leadership roles in THON including Donor and Alumni Relations Captain and was THON Co-Chairman for his fraternity. He also interned in the Mayor's Office of Sustainability in Philadelphia and worked as a chef's assistant at a retirement home.
Michael L. Cognetti attended Penn State University from 2012-2016 where he earned a Bachelor of Science in Community, Environment, and Development with a 3.53 GPA and a minor in International Studies with a specialization in Spanish Studies. He spent a semester abroad in Barcelona, Spain where he volunteered teaching English to high school students. While at Penn State, he held leadership roles in THON, Acacia Fraternity, and the Blue & White Society. He also interned with the Mayor's Office of Sustainability in Philadelphia and worked as a chef's assistant at a retirement home.
Pandy, l'application ludique d'apprentissage du Mandarin ECVDigital
This document provides an overview of an app called Pandy that is intended to be a comprehensive learning platform for Mandarin Chinese. It outlines the context, targets, prototype, strategy, business model, benchmarks, budget, and value proposition. The key points are:
1) Pandy aims to provide online courses at different levels, interactive content, and tools for daily learning of Mandarin Chinese.
2) The target users include students learning Chinese, teachers, and institutions.
3) The prototype outlines a tree structure of content including courses, videos, dialogues, and other functions.
4) The strategy discusses pricing, promotion through social media and influencers, and partnerships with schools.
The document summarizes Chinese language and cultural programs at the University of Rhode Island (URI). It outlines the Chinese B.A. program, Chinese teacher certification program, Confucius Institute, Chinese Flagship program, and Chinese summer immersion opportunities at URI. It also discusses partnerships with K-12 schools to develop after-school, in-school, and summer Chinese language programs and the 3-year plan to build sustainable Chinese language offerings in Rhode Island schools. Contact information is provided for those interested in learning more.
Stuart B. Foster is seeking opportunities in education after 25 years of experience teaching both in the US and overseas. He has taught a variety of subjects at both the introductory and advanced levels, including sociology, ESL, and student success courses. Foster also initiated and oversaw an international student exchange program between the US and China. He has a MA in sociology and is looking for a new position where he can best utilize his experience and skills.
This document summarizes key aspects of the International Baccalaureate (IB) Diploma Programme and its Chinese language curriculum offerings. It describes the four levels of Chinese language courses offered (A1, A2, B, ab initio), their objectives, assessments, and recommended entry criteria. It also provides an overview of the core elements of the IB Diploma Programme, including its mission, learner profile, curriculum contents and structure, and assessment principles and practices.
Bring The World To Your Doorstep & Classroomjessicastowell
This document summarizes efforts to build Chinese language and cultural education programs in Oklahoma through various partnerships and exchange initiatives. It discusses how the Confucius Institute and Oklahoma Institute for Teaching East Asia work to enhance international mindedness in communities by improving schools, providing professional development for educators, and offering cultural enrichment opportunities like study tours. Over 5,000 Oklahoma students now study Chinese in 44 schools taught by resident and visiting Chinese teachers. School-to-school exchange programs have involved over 400 students annually. The results of these efforts have been the establishment of new Chinese language programs, student exchanges, and teacher exchanges in many Oklahoma schools.
The document summarizes a Chinese cultural education tour program for students. It provides an overview of the Global Learning Collaborate school and its Chinese studies program, which has sent over 60 students to China over multiple trips focusing on language learning, cultural experiences, and school partnerships. A video highlights the program's 2013 trip to sites like Xi'an, Dunhuang, and Lanzhou. Students observed history, experienced Chinese hospitality, and improved their Mandarin. Administrators arranged partnerships with 6 schools to emphasize educational exchange over sightseeing and develop long-term relationships between students. Recommendations include proactively contacting potential partner schools and keeping close communication before and after trips.
The U.S. State Department's Bureau of Educational and Cultural Affairs supports language learning through several programs. It provides scholarships for American youth and students to study critical languages abroad. Over 1 million people in over 160 countries participate in its exchanges each year. Its goal is to increase mutual understanding between the U.S. and other countries through educational and cultural exchange.
The document describes an orientation program for international students at the English Language Center (ELC) at Rochester Institute of Technology (RIT). The goals of the program are to provide information about RIT services and departments, encourage cultural understanding, create a support network for ELC students, and assist with cultural and academic adjustment. The orientation program utilizes online resources like a course website and wiki. Student testimonials praise the program for helping them learn English and adapt to American culture. The orientation occurs over 12 weeks and includes topics on policies, writing, time management, and cultural adjustment, with guest lectures from other RIT departments. Program assessments found that orientation helped students adjust and online resources/guest speakers were engaging.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
4. Minds Abroad & Impact Abroad
Minds Abroad – A top 10 program U.S. State
Department as a “Top 10 Program in Citizen
Diplomacy”
Study abroad program in China and India
Impact Abroad
Non Profit volunteer abroad program in China and India
5. Quick Intro to Minds Abroad
Max class size of 3
College credit
available through
university partner
All teachers have
teaching degrees and
at least 3 years of
experience teaching
Chinese
C
6. If you've time for but 1
province, Yunnan should
be it. - Lonely Planet
Quick Intro to Minds Abroad
Chinese school
offering programs for:
high schools,
colleges,
adults, and
school groups
Programs in Beijing
and Shanghai with
main campus in
Yunnan Province, in
China, and in Kolkata
(formerly Calcutta) in
India
C
7. Overview: Impact Abroad
Facilitate volunteers going to China and India
Partner with NGOs in need of English speaking volunteers
Impact funded by Minds Abroad:
o Never received any grants or outside funding
o Never accepted any money from volunteers for our
volunteer placement
Have facilitated English classes for hundreds of
underprivileged Chinese children.
Impact Abroad provides the following to volunteers for free:
Program placement, orientation, training on how to teach
Three meals a day, cell phone, insurance
9. In Depth About Impact Abroad
Facilitate American and
other international
volunteers going to China
and India
In China Impact Abroad
partners with local NGOs
in need of English
speaking volunteers
Volunteering placement,
in-country orientation,
housing and meals are
arranged by us
C
10. In Depth About Impact Abroad
Activities range from helping
homeless children find a shelter to
helping them do their homework
or learn vocational activities
Founded by Columbia Teachers
College Alumni passionate about
education
Have facilitated English classes
for hundreds of underprivileged
Chinese children.
11. In Depth About Impact Abroad
Impact Abroad is
funded either by in the
future from Minds
Abroad:
Never received any
grants or outside
funding
Never accepted any
money from
volunteers for our
volunteer placement
12. In Depth About Impact Abroad
Impact Abroad provides the
following for free:
Program placement,
Training on teaching English
Three meals a day
Cell-phone
Orientation
Insurance
Volunteers pay for their
housing and international
airfare
C
14. Types of Placements
Y
Most volunteers teach
English to homeless
children and migrant
workers children
Or help with
homework
Or help students
understand Western
culture and life outside
of China
15. Types of Placements
In addition, volunteers also work
in environment, rural health, or
cultural preservation projects
Y
17. Why Study or Volunteer in China:
Language & Culture
Amazing Language
spoken by more than 1.4
billion people in the
world
C
18. For individual students, we offer 3 programs
Mandarin Chinese language classes –
Students can join a class any Monday of the year
From total beginners to advanced students
Classes held in morning and can be combined with culture class or
volunteering in the afternoon
Chinese Society and Culture Classes –
Students can join any Monday in the Summer
Topics covered include: Chinese History And Beliefs, Society and
Economics, Daily Life, and Arts and Literature
High School Summer Camp –
Two sessions in July & August
Classes during the week, excursions to Beijing, Shanghai, Vietnam,
Laos, and other cities on weekends
19. Year Round Language School
Program include classes,
housing, and all meals
Comfortable apartments
Free language exchange &
regular cultural activities
Classes can be combined
with:
Afternoon volunteering &
interning
Evening cultural activities
Weekend excursions around
China & to nearby countries
C
20. High School Summer Camp
C
3 weeks long, visit 10 cities in
China and 1 in Vietnam
Intensive language study in
Kunming during the week
Extensive excursions around
Yunnan and to Beijing and
Shanghai
Held twice a summer:
July
August
Students can attend both
sessions or only one session
24/7 chaperone
21. Customized Faculty Led Programs for High
Schools & Universities
Language immersion
Educational tours
We bring all groups around
Yunnan and Beijing
About 50% of groups also go
to either Shanghai or Vietnam
or another nearby country
Culturally immersive
activities like:
Volunteering or
Chinese cultural activities
We take care of everything
from accommodations to
meals to chaperoning
students in excursions.
C
22. Itinerary for both the High School Summer
Program & a “Typical” School Group Program
C
3 Days Beijing
12 Days in Kunming:
Morning Class
Afternoon Volunteering
Evening Cultural
Activities
Stay in chaperoned apt or
homestays
During KM stay,
weekend excursion to
Vietnam
5 days traveling Yunnan
– from tropical Thai
Villages to Himalayan
Tibetan Towns
2 Days in Shanghai
Beijing
Kunming
Yunnan Province
Shanghai
Vietnam
23. Why Yunnan?
“No other province can
rival Yunnan’s diversity in
land & people.”– Lonely
Planet
Yunnan’s has an astounding
variety of climates and
peoples, 25 unique ethnic
groups
From Thais in tropical
rain forests in the South
To Tibetans in Himalayan
mountains in the North
C
25. Quick Intro to Minds Abroad
A top 10 program U.S.
State Department as a
“Top 10 Program in
Citizen Diplomacy”
Max class size of 3
College credit available
through university
partner
All teachers have
teaching degrees and at
least 3 years of
experience teaching
Chinese
C
26. If you've time for but 1
province, Yunnan should
be it. - Lonely Planet
Quick Intro to Minds Abroad
Chinese school
offering programs for:
high schools,
colleges,
adults, and
school groups
Programs in Beijing
and Shanghai with
main campus in
Yunnan Province, in
China, and in Kolkata
(formerly Calcutta) in
India
C
27. Overview: Impact Abroad
Facilitate volunteers going to China and India
Partner with NGOs in need of English speaking volunteers
Impact funded by Minds Abroad:
o Never received any grants or outside funding
o Never accepted any money from volunteers for our
volunteer placement
Have facilitated English classes for hundreds of
underprivileged Chinese children.
Impact Abroad provides the following to volunteers for
free:
Program placement, orientation, training on how to teach
Three meals a day, cell phone, insurance