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W4 Assignment MIDTERM Exam Question 1 1. “Students engage in community service activities with international academic and learning goals and opportunities for reflection that connect to their academic disciplines” describes which principle? Service-Learning Community Service Community-Based Learning Volunteerism Question 2 1. “Students engage in activities to meet actual community needs as an integrated aspect of the curriculum” describes which principle? Service-Learning Community Service Community-Based Learning Volunteerism Question 3 1. How is direct service different than project-based learning? Project-based learning allow students to gain more and diverse experiences than direct service. Direct service requires students to fill out more forms them project-based learning. Direct service involves one on one work with those persons served, project-based looks at the end product. Project-based learning allows you to connect your academic learning with community challenges, whereas direct service lacks this benefit. Question 4 1. In service learning, students help needy people were unable to do anything to help themselves alone bring their assets, means an interest to the service learning environment as well as those served, the faculty and the community partners all bring their capacities must realize that faculty lack a strong stake in the community partnerships Question 5 1. For in our Service-Learning project, Julian volunteer at children’s museum reading books to preschoolers. On Julian’s first Tuesday things go well. The following Tuesday, he is late due to traffic. He tells the contact person he is unavailable the following Tuesday due to an unexpected appointment. Julian insures the contact person that you will be available for the remaining Tuesdays. Which of the following statements is the best option. Julian has no intention of carrying out his commitment to the children’s museum. The contact person should view Julian as flakey. Julian created impacts sending a message opposite of his intentions This glitch harms the collaboration and nothing can be learned Question 6 1. How do students benefit from engaging in community based learning? Service-Learning guarantee students will have greater career opportunities Students learn lessons from traditional lecture style setting Students gain communication skills, leadership skills, and project management skills. Students gain a sense of social change due to a free labor they provide. Question 7 1. When all of the contributors of the service learning receive mutual benefits from an exchange it is called Collaboration Leadership Congruence Reciprocity Question 8 1. In the Remen article, which of the modes of interaction does the author value? Helping Serving Fixing Testing Question 9 1. An agent of change is One who creates change by working in an active collaborative process with others Stude.
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QUESTION 11. Students engage in community service activities wi.docx
QUESTION 1
1. “Students engage in community service activities with international academic and learning goals and opportunities for reflection that connect to their academic disciplines” describes which principle?
Service-Learning
Community Service
Community-Based Learning
Volunteerism
5 points
QUESTION 2
1. Copy of
“Students engage in community service activities with international academic and learning goals and opportunities for reflection that connect to their academic disciplines” describes which principle?
Service-Learning
Community Service
Community-Based Learning
Volunteerism
5 points
QUESTION 3
1. “Students engage in activities to meet actual community needs as an integrated aspect of the curriculum” describes which principle?
Service-Learning
Community Service
Community-Based Learning
Volunteerism
5 points
QUESTION 4
1. How is direct service different than project-based learning?
Project-based learning allow students to gain more and diverse experiences than direct service.
Direct service requires students to fill out more forms them project-based learning.
Direct service involves one on one work with those persons served, project-based looks at the end product.
Project-based learning allows you to connect your academic learning with community challenges, whereas direct service lacks this benefit.
5 points
QUESTION 5
1. In service learning, students
help needy people were unable to do anything to help themselves
alone bring their assets, means an interest to the service learning environment
as well as those served, the faculty and the community partners all bring their capacities
must realize that faculty lack a strong stake in the community partnerships
QUESTION 6
1. For in our Service-Learning project, Julian volunteer at children’s museum reading books to preschoolers. On Julian’s first Tuesday things go well. The following Tuesday, he is late due to traffic. He tells the contact person he is unavailable the following Tuesday due to an unexpected appointment. Julian insures the contact person that you will be available for the remaining Tuesdays. Which of the following statements is the best option.
Julian has no intention of carrying out his commitment to the children’s museum.
The contact person should view Julian as flakey.
Julian created impacts sending a message opposite of his intentions
This glitch harms the collaboration and nothing can be learned
5 points
QUESTION 7
1. How do students benefit from engaging in community based learning?
Service-Learning guarantee students will have greater career opportunities
Students learn lessons from traditional lecture style setting
Students gain communication skills, leadership skills, and project management skills.
Students gain a sense of social change due to a free labor they provide.
5 points
QUESTION 8
1. When all of the contributors of the service learning receive mutual benefits from an exchange it ...
QUESTION 1Students engage in community service activities w.docx
QUESTION 1
“Students engage in community service activities with international academic and learning goals and opportunities for reflection that connect to their academic disciplines” describes which principle?
Service-Learning
Community Service
Community-Based Learning
Volunteerism
5 points
QUESTION 2
“Students engage in activities to meet actual community needs as an integrated aspect of the curriculum” describes which principle?
Service-Learning
Community Service
Community-Based Learning
Volunteerism
5 points
QUESTION 3
How is direct service different than project-based learning?
Project-based learning allow students to gain more and diverse experiences than direct service.
Direct service requires students to fill out more forms them project-based learning.
Direct service involves one on one work with those persons served, project-based looks at the end product.
Project-based learning allows you to connect your academic learning with community challenges, whereas direct service lacks this benefit.
5 points
QUESTION 4
In service learning, students
help needy people were unable to do anything to help themselves
alone bring their assets, means an interest to the service learning environment
as well as those served, the faculty and the community partners all bring their capacities
must realize that faculty lack a strong stake in the community partnerships
5 points
QUESTION 5
For in our Service-Learning project, Julian volunteer at children’s museum reading books to preschoolers. On Julian’s first Tuesday things go well. The following Tuesday, he is late due to traffic. He tells the contact person he is unavailable the following Tuesday due to an unexpected appointment. Julian insures the contact person that you will be available for the remaining Tuesdays. Which of the following statements is the best option.
Julian has no intention of carrying out his commitment to the children’s museum.
The contact person should view Julian as flakey.
Julian created impacts sending a message opposite of his intentions
This glitch harms the collaboration and nothing can be learned
5 points
QUESTION 6
How do students benefit from engaging in community based learning?
Service-Learning guarantee students will have greater career opportunities
Students learn lessons from traditional lecture style setting
Students gain communication skills, leadership skills, and project management skills.
Students gain a sense of social change due to a free labor they provide.
5 points
QUESTION 7
When all of the contributors of the service learning receive mutual benefits from an exchange it is called
Collaboration
Leadership
Congruence
Reciprocity
5 points
QUESTION 8
In the Remen article, which of the modes of interaction does the author value?
Helping
Serving
Fixing
Testing
5 points
QUESTION 9
An agent of change is
One who creates change by working in an active collabora ...
Service to leadership workshop 8 22-11
Presented at the Service to Leadership workshop - TSU AWC on Monday, August 22, 2011 by Dr. Sue Fuller, director, Center for Service Learning and Civic Engagement at TSU.
Tsholofelo zigwa lta_assign1.docx.doc
JOURNAL REVIEW: Students learning through service learning
Hebert A and Hauf P: “Students learning through service learning” Effects on academic development, civic responsibility, interpersonal skills and practical skills. Active Learning in Higher Education Vol.16, 2015, 37-49
New Faculty Orientation - SL Intro.ppt
This document provides an introduction to service-learning and community engagement for new faculty at Hobart and William Smith Colleges. It defines service-learning as applying course concepts through service that benefits the community. The document outlines the mission statements of the colleges and Center for Community Engagement, describes local demographics and resources available to support service-learning. It discusses elements of authentic community partnerships, principles of high-quality service-learning including engagement, reflection, reciprocity and dissemination. Benefits are noted for students, faculty and community partners.
Introduction to service learning
This presentation provides an introduction for faculty members who are new to service learning and civic engagement at TSU.
Best Practices In Service Learning
Service learning projects integrate learning objectives with community service to benefit both students and the community. Students develop life skills like communication, collaboration, and problem solving by working with community partners to address real needs. Reflection before, during, and after projects helps students make connections between service and course concepts to deepen their learning experience. Success is assessed through multiple measures including the project outcomes and skills developed.
Servicelearning workshop
This document provides an overview of community-based service-learning and how to incorporate it into college courses. It defines service-learning, discusses its benefits for students, faculty and the community. It also outlines a 6-step model for developing a service-learning course, including defining learning and service outcomes, planning community partnerships, course design, facilitating reflection, and assessment. Examples are provided from existing service-learning courses on how each step can be implemented.
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QUESTION 11. Students engage in community service activities wi.docx
QUESTION 1
1. “Students engage in community service activities with international academic and learning goals and opportunities for reflection that connect to their academic disciplines” describes which principle?
Service-Learning
Community Service
Community-Based Learning
Volunteerism
5 points
QUESTION 2
1. Copy of
“Students engage in community service activities with international academic and learning goals and opportunities for reflection that connect to their academic disciplines” describes which principle?
Service-Learning
Community Service
Community-Based Learning
Volunteerism
5 points
QUESTION 3
1. “Students engage in activities to meet actual community needs as an integrated aspect of the curriculum” describes which principle?
Service-Learning
Community Service
Community-Based Learning
Volunteerism
5 points
QUESTION 4
1. How is direct service different than project-based learning?
Project-based learning allow students to gain more and diverse experiences than direct service.
Direct service requires students to fill out more forms them project-based learning.
Direct service involves one on one work with those persons served, project-based looks at the end product.
Project-based learning allows you to connect your academic learning with community challenges, whereas direct service lacks this benefit.
5 points
QUESTION 5
1. In service learning, students
help needy people were unable to do anything to help themselves
alone bring their assets, means an interest to the service learning environment
as well as those served, the faculty and the community partners all bring their capacities
must realize that faculty lack a strong stake in the community partnerships
QUESTION 6
1. For in our Service-Learning project, Julian volunteer at children’s museum reading books to preschoolers. On Julian’s first Tuesday things go well. The following Tuesday, he is late due to traffic. He tells the contact person he is unavailable the following Tuesday due to an unexpected appointment. Julian insures the contact person that you will be available for the remaining Tuesdays. Which of the following statements is the best option.
Julian has no intention of carrying out his commitment to the children’s museum.
The contact person should view Julian as flakey.
Julian created impacts sending a message opposite of his intentions
This glitch harms the collaboration and nothing can be learned
5 points
QUESTION 7
1. How do students benefit from engaging in community based learning?
Service-Learning guarantee students will have greater career opportunities
Students learn lessons from traditional lecture style setting
Students gain communication skills, leadership skills, and project management skills.
Students gain a sense of social change due to a free labor they provide.
5 points
QUESTION 8
1. When all of the contributors of the service learning receive mutual benefits from an exchange it ...
QUESTION 1Students engage in community service activities w.docx
QUESTION 1
“Students engage in community service activities with international academic and learning goals and opportunities for reflection that connect to their academic disciplines” describes which principle?
Service-Learning
Community Service
Community-Based Learning
Volunteerism
5 points
QUESTION 2
“Students engage in activities to meet actual community needs as an integrated aspect of the curriculum” describes which principle?
Service-Learning
Community Service
Community-Based Learning
Volunteerism
5 points
QUESTION 3
How is direct service different than project-based learning?
Project-based learning allow students to gain more and diverse experiences than direct service.
Direct service requires students to fill out more forms them project-based learning.
Direct service involves one on one work with those persons served, project-based looks at the end product.
Project-based learning allows you to connect your academic learning with community challenges, whereas direct service lacks this benefit.
5 points
QUESTION 4
In service learning, students
help needy people were unable to do anything to help themselves
alone bring their assets, means an interest to the service learning environment
as well as those served, the faculty and the community partners all bring their capacities
must realize that faculty lack a strong stake in the community partnerships
5 points
QUESTION 5
For in our Service-Learning project, Julian volunteer at children’s museum reading books to preschoolers. On Julian’s first Tuesday things go well. The following Tuesday, he is late due to traffic. He tells the contact person he is unavailable the following Tuesday due to an unexpected appointment. Julian insures the contact person that you will be available for the remaining Tuesdays. Which of the following statements is the best option.
Julian has no intention of carrying out his commitment to the children’s museum.
The contact person should view Julian as flakey.
Julian created impacts sending a message opposite of his intentions
This glitch harms the collaboration and nothing can be learned
5 points
QUESTION 6
How do students benefit from engaging in community based learning?
Service-Learning guarantee students will have greater career opportunities
Students learn lessons from traditional lecture style setting
Students gain communication skills, leadership skills, and project management skills.
Students gain a sense of social change due to a free labor they provide.
5 points
QUESTION 7
When all of the contributors of the service learning receive mutual benefits from an exchange it is called
Collaboration
Leadership
Congruence
Reciprocity
5 points
QUESTION 8
In the Remen article, which of the modes of interaction does the author value?
Helping
Serving
Fixing
Testing
5 points
QUESTION 9
An agent of change is
One who creates change by working in an active collabora ...
Service to leadership workshop 8 22-11
Presented at the Service to Leadership workshop - TSU AWC on Monday, August 22, 2011 by Dr. Sue Fuller, director, Center for Service Learning and Civic Engagement at TSU.
Tsholofelo zigwa lta_assign1.docx.doc
JOURNAL REVIEW: Students learning through service learning
Hebert A and Hauf P: “Students learning through service learning” Effects on academic development, civic responsibility, interpersonal skills and practical skills. Active Learning in Higher Education Vol.16, 2015, 37-49
New Faculty Orientation - SL Intro.ppt
This document provides an introduction to service-learning and community engagement for new faculty at Hobart and William Smith Colleges. It defines service-learning as applying course concepts through service that benefits the community. The document outlines the mission statements of the colleges and Center for Community Engagement, describes local demographics and resources available to support service-learning. It discusses elements of authentic community partnerships, principles of high-quality service-learning including engagement, reflection, reciprocity and dissemination. Benefits are noted for students, faculty and community partners.
Introduction to service learning
This presentation provides an introduction for faculty members who are new to service learning and civic engagement at TSU.
Best Practices In Service Learning
Service learning projects integrate learning objectives with community service to benefit both students and the community. Students develop life skills like communication, collaboration, and problem solving by working with community partners to address real needs. Reflection before, during, and after projects helps students make connections between service and course concepts to deepen their learning experience. Success is assessed through multiple measures including the project outcomes and skills developed.
Servicelearning workshop
This document provides an overview of community-based service-learning and how to incorporate it into college courses. It defines service-learning, discusses its benefits for students, faculty and the community. It also outlines a 6-step model for developing a service-learning course, including defining learning and service outcomes, planning community partnerships, course design, facilitating reflection, and assessment. Examples are provided from existing service-learning courses on how each step can be implemented.
Service Learning Curriculum_8_27_15
Here are some guiding questions to help students brainstorm
Community Issues:
- What problems were identified in the survey results?
- What issues negatively impact quality of life?
- What issues disproportionately affect certain groups?
- What recurring problems need innovative solutions?
3) Use the Consensus Method to narrow down and reach Consensus on the
Community Issue for their Service Learning Project.
4) Record the agreed upon Community Issue for future reference.
Activity Two:
20 Module 4
M ODULE 4:
Understanding the Community Issue
Module Overview:
Students build context around their Community Issue by identifying key
stakeholders and conducting research. This provides a foundation for identifying
root causes in
Ecology of Education and Service-Learning: Perspectives on teaching & learning
This document discusses service-learning and civic engagement in higher education. It provides context on the growth of service-learning and engagement over the past few decades. It also discusses key principles of service-learning, including collaboration with the community, reflection, and making learning relevant to people's lives. The document emphasizes that education is broader than just schooling and occurs within communities through various institutions.
IB Service Learning - How to for First Timers
Need to complete a service project and don't know what you are doing? I am sharing my research. Maybe it will help!
Service Learning 101
This document provides an overview of service learning. It defines service learning and differentiates it from similar terms like volunteerism and community service. The key aspects of service learning are that it integrates community service with academic learning, is mutually beneficial to both the student and community, and includes structured reflection. Benefits include improved academic performance and developing skills like leadership. Critical elements are including community voice, orientation, meaningful action, reflection, and evaluation. Examples are provided of how to enhance existing volunteer projects into service learning projects. Upcoming service opportunities at GVSU are outlined.
Service Learning NSTP reporting Report NSTP.pptx
This chapter discusses service-learning and its benefits. It defines service-learning as experiential education where students apply what they learn in class to address real community problems through service, while reflecting on their experience. The chapter outlines learning objectives, examples of service projects, and characteristics of effective service-learning. It also discusses the benefits of service-learning for students, faculty, and community partners, as well as legal bases and theories that support integrating service into education.
Service learning week 2 pp
This document discusses service learning as a teaching and learning strategy that integrates community service, instruction, and reflection. It defines service learning, outlines its theoretical basis and key components, and describes its impacts on students, educators, communities, and educational institutions. Service learning enhances learning through real-world application, teaches civic responsibility, and strengthens communities through mutually beneficial partnerships.
52 Journal of College Science TeachingThe partnership betw.docx
This document discusses the importance of developing university and community partnerships for successful service learning projects. It begins by providing an example of a nutrition class where students volunteered at a soup kitchen without clear connections to course objectives. The authors note that successful service learning requires distinguishing volunteerism from service learning, identifying clear course objectives, and developing community partnerships.
The document then discusses defining the community, developing a partnership framework with 3 steps: identifying course objectives/outcomes, selecting community partners, and defining the project roles/responsibilities. Two examples of successful service learning projects in environmental interpretation and elementary science classes are provided that benefited students, community partners, instructors, and the university. The conclusion emphasizes the importance of a strategic approach to developing community
52 Journal of College Science TeachingThe partnership betw.docx
52 Journal of College Science Teaching
The partnership between science and the environment in service-learning
projects helps students to make greater connections to the world around
them. Service learning provides many benefits to students, faculty, and
communities within the context of a college course. However, to prevent
frustration, it is important for faculty members to make a clear distinction
between service learning and volunteerism by connecting their course
objectives to the service being provided. They also must develop a framework
for planning, assessment, and reflection. Finally, a successful partnership
must be developed. Clearly defining the community setting to be used for the
service-learning project will ensure a more positive outcome. Developing the
partnership framework through purposeful communication with all partners
is the key to successful service-learning projects. A sequential series of steps
are provided for the framework development. Actual examples of classroom
projects are described, along with benefits to students, agencies, and
community participants.
Developing University and
Community Partnerships: A Critical
Piece of Successful Service Learning
By James McDonald and Lynn A. Dominguez
S
cience instructors may often
ask themselves how they can
make the material in their
classes relevant to their stu-
dents. This is particularly important
now as the world faces a variety of
issues that are related to science such
as energy, climate, and environmen-
tal challenges of a global nature. To
comprehend the complexity of these
global issues, students must gain a
deeper understanding about science
and the environment. However, at
the same time, students must realize
their connectedness to a much larger
global community existing outside
of the physical university boundar-
ies. One teaching method that con-
nects students with the community
through the science content in their
classes is service learning. Many
people confuse community service
with service learning. At its core,
service learning provides a benefit
to both the student (related to their
classwork) and to the community
partner. The use of service learning
in service-learning experiences “stu-
dents are actively participating in the
process of understanding, integrating,
and applying knowledge” from the
subject area they are studying as they
work to improve their communities.
Making a clear distinction between a
volunteer activity and service learning
is critical to the success of any service-
learning project. At a number of
service-learning workshops, we have
assisted science faculty with problem
solving related to the implementa-
tion of service learning in a science
classroom. For example, a nutrition
department faculty member had her
students volunteer each semester
serving food at a local soup kitchen.
Students were required to donate 5
hours of their time, which they docu-
mented by having .
List and explain the reasons you agree or disagree with.docx
This document contains three posts discussing service learning in education.
The first post shares a negative personal experience with service learning and argues that most assignments were unstructured and not relevant to courses. The second post outlines benefits of service learning, such as helping students understand citizenship and make a difference, but notes concerns about fitting projects within time constraints. The third post describes a positive service learning experience from an article that connected to civic engagement, and argues service learning should be student-driven and interest-based to be effective.
Service Learning Power Point
This document provides an overview of service learning. It defines service learning as an instructional method that utilizes community service as a resource for learning. Key aspects include integrating academic curriculum with real-life experiences, meeting community needs, and promoting reflection. The document discusses benefits like improved grades and civic responsibility. It also outlines the preparation, action, reflection, and celebration steps involved in service learning projects.
Week 5 Journal Specific Needs and CultureUsing the Journal tab, .docx
Week 5 Journal Specific Needs and Culture
Using the Journal tab, respond to the following prompt:
Explain how a service learning project can fit into the specific needs and culture of your school or future a school in which you will be working.
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your journal entries.
INSTRUCTOR GUIDANCEWEEK FIVE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
According to the National Education Association (NEA) President Dennis Roekel, "research and field-work show that parent-school partnerships improve schools, strengthen families, build community support, and increase student achievement and success" (Roekel, 2008, para. 5). Schools cannot work alone in getting students to improve learning.
There has to be a structured, strategic plan that includes other stakeholders. A variety of potential community groups such as police officers, firefighters, civil rights, and youth services organizations are great examples of resources that can be involved in the teaching and learning process. Consider the benefits of seeking out this type of community support? What are some of the first steps in garnering the support of these leaders within the community? Additionally, when students get involved with this strategic planning in developing community relationships through service learning projects, the outcomes prove positive for social growth and academic development. The benefits of service learning project can be seen in the Service Learning: You Can Make a Difference (Links to an external site.) one and half minute video.
The first step in establishing a successful partnership between schools and community is the initial planning phase. This sets the foundation by assessing the school’s needs, establishing goals and objectives, and developing a vision for the future. One of the key factors is getting those individuals involved who have a genuine interest and care about what happens to the schools within the community. Price (2008) explains that through the “community mobilization” process, schools engage the community to create a list of community priorities, resources, needs, and solutions that promote stakeholder accountability and positive student support. He believes that by "mobilizing the village" and having community meetings related to education, support for education can be garnered (Price, 2008, p. 90). The concern, however, is recruiting school and community volunteers who will spearhead these partnerships. Educators may not feel qualified to assume this role, or may not have enough time to add another responsibility to their already-full plate. Price suggest that the key to getting teachers involved in creating partnerships is by tapping into their professional interest in community-based efforts in improving student success.
A fully supportive community must include parental involvement ...
Read Ch5. There are 3 Questions Put the Questions on top of each
Read Ch5
. There are 3 Questions: Put the Questions on top of each one. Have to make it good. 200+ words
0--No summary or summary is not on topic.
0.5--On topic with no reference or connection to the week's readings.
1--On topic and includes a reference to the week's readings.
1. How might an administrator help inform his/her staff on the importance of community relations?
2. What steps might be taken with all members of a staff to discuss and model effective messaging for students, parents, community, etc.?
3.You have been asked to give a workshop to new school board members on their role in school–community relations. What points would you cover in your presentation?
Chapter 5 Administering the Program
After completing this chapter you should be able to …
■ Distinguish the key organizational and administrative structures that characterize successful programs.
■ Identify the roles boards play in contributing to school–community relations success.
■ Identify the roles administrators play in contributing to school–community relations success.
■ Define the standards for education public relations practitioners.
■ Outline methods for delivering training and support to staff to foster the development of skills essential to their communication roles.
Setting up a school–community relations program means paying attention to organization and determining who is responsible for what. What is the role of the board of education? What do the superintendent and the administrative team need to do? How about the person appointed to be in charge of the operation? What kind of organizational plan will be developed? Which administrators and supervisors are responsible for which parts of the program? How much money will be allocated to the school–community relations effort? An important component must be clearly outlined: the role of teachers and support staff.
THE BOARD OF EDUCATION
Board members must constantly remember that the schools are owned by the people: taxpayers. The community expects the children sent to the schools to learn effectively, and the community members pay the bills to keep the schools running. In most districts, people elect representatives to govern the schools they own. They should, therefore, be kept informed on a regular basis about how money is being spent and how effective the education being provided is.
How people feel, what they believe, and how they act toward the school, its officers, proposals, and programs can be summed up in the term public opinion. Public opinion is that intangible but powerful force in American life that influences all that is done in public affairs. A school board must know something about the nature of public opinion in order to run a good school system. If it fails to do what the public wants, sharp criticism follows. If it moves too far ahead of public opinion, it invites opposition. If board members confuse their own interests with those of the pub ...
Authentic Application
This document proposes solutions to address the problem of isolation of rural teachers and lack of participation in professional development. It begins by introducing the problem and conceptual framework. A possible solution is then proposed - providing coaching and technology opportunities to interested teachers on a voluntary basis to address isolation and relationship-building. The methodology proposed is an interrupted time-series experiment to study the effects of the interventions on teachers over time in their natural school communities.
Classroom walk throughs introduction
The document discusses the NSW model of pedagogy which identifies 18 elements of quality teaching practice grouped into 3 dimensions: intellectual quality, quality learning environment, and significance. It focuses on the element of "connectedness" which refers to making real-world connections and adding value beyond the classroom. Teachers are encouraged to design lessons that apply knowledge to real-life contexts and problems to increase connectedness. Examples include incorporating real materials and skills, relating topics to students' lives, and ensuring work has value outside of school.
pepe522
The document discusses a 15-day program introduced by the University of Edinburgh to help prepare social work students for practice placements. The program involves students spending time in various agencies to observe social workers and participate in activities without direct client contact. It is intended to help with the transition from university to practice, assess students' readiness, and inform areas for development prior to placements. Feedback from practice teachers and students suggests the program helps identify issues earlier, increases confidence, and better prepares students for the realities of practice.
Week 5 Discussion 2 Hierarchy of NeedsHjalmarson focuses on Masl.docx
Week 5 Discussion 2 Hierarchy of Needs
Hjalmarson focuses on Maslow’s Hierarchy of Needs Triangle to prioritize school outreach efforts. Why do you think it is important to concentrate on basic needs first? What is your experience with schools that understand the imperative to take care of basic needs as step one of any school to parent outreach program?
INSTRUCTOR GUIDANCEWEEK FIVE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
According to the National Education Association (NEA) President Dennis Roekel, "research and field-work show that parent-school partnerships improve schools, strengthen families, build community support, and increase student achievement and success" (Roekel, 2008, para. 5). Schools cannot work alone in getting students to improve learning.
There has to be a structured, strategic plan that includes other stakeholders. A variety of potential community groups such as police officers, firefighters, civil rights, and youth services organizations are great examples of resources that can be involved in the teaching and learning process. Consider the benefits of seeking out this type of community support? What are some of the first steps in garnering the support of these leaders within the community? Additionally, when students get involved with this strategic planning in developing community relationships through service learning projects, the outcomes prove positive for social growth and academic development. The benefits of service learning project can be seen in the Service Learning: You Can Make a Difference (Links to an external site.) one and half minute video.
The first step in establishing a successful partnership between schools and community is the initial planning phase. This sets the foundation by assessing the school’s needs, establishing goals and objectives, and developing a vision for the future. One of the key factors is getting those individuals involved who have a genuine interest and care about what happens to the schools within the community. Price (2008) explains that through the “community mobilization” process, schools engage the community to create a list of community priorities, resources, needs, and solutions that promote stakeholder accountability and positive student support. He believes that by "mobilizing the village" and having community meetings related to education, support for education can be garnered (Price, 2008, p. 90). The concern, however, is recruiting school and community volunteers who will spearhead these partnerships. Educators may not feel qualified to assume this role, or may not have enough time to add another responsibility to their already-full plate. Price suggest that the key to getting teachers involved in creating partnerships is by tapping into their professional interest in community-based efforts in improving student success.
A fully supportive community must include parental involvement. The efforts previous ...
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Engaging Graduate Online Learners through Service-Learning
Online graduate students were given the
option of choosing to write their fi nal
project or participate in a service-learning project. Students that chose the service-learning option utilized Eyejot, Google-Hangout, and Web-Ex to complete their reflective journals, talk as a group about their service experiences, and discuss their final reflective essays. Students that chose the service-learning option were more engaged than those who chose the hypothetical written final project.
Michael Coquyt
Asst. Professor, Educational Leadership
Minnesota State University-Moorhead
Aet 562 week6 social media manual presentation_team c
This presentation summarizes a social media training manual, highlighting social learning, problem solving through social learning, addressing business issues through social learning, and examples of effective social media tools. Social learning involves connecting, collaborating, participating and communicating. It can help resolve ethical dilemmas and problems in the workplace. Examples of social media tools described are YouTube, LinkedIn, Wikis and blogs. The training manual is intended to increase social learning and its benefits in organizations.
Intersections Between Your Domain and SAIL - May 1, 2018 "Learning Everywhere...
This session prompts participants to reflect upon their existing professional work through several different lenses, then uses those as entry points into the SAIL framework and language. Participants will engage with their own work and with others, and come away with new professional connections and a meaningful learning opportunity mapped to the SAIL framework.
`Do assignments as detailed outNO WIKI for referncesPlease m.docx
`Do assignments as detailed out
NO WIKI for refernces
Please make sure that ALL REFERNCES ARE APA CITED
TB BOOK CITATION:
Dyer, W. G., Jr., Dyer, J. H., & Dyer, W. G. (2013). Team building: Proven strategies for improving team performance (5th ed.). San Francisco, CA: Jossey-Bass.
.
_____1.On July 9, Sheb Company sells goods on credit to .docx
_____1.
On July 9, Sheb Company sells goods on credit to Wooley Company for $5,000, terms 1/10, n/60. Sheb receives payment on July 18. The entry by Sheb on July 18 is:
A)
Cash
5,000
Accounts Receivable
5,000
B)
Cash
5,000
Sales Discounts
50
Accounts Receivable
4,950
C)
Cash
4,950
Sales Discounts
50
Accounts Receivable
5,000
D)
Cash
5,050
Sales Discounts
50
Accounts Receivable
5,000
_____2.
The collection of a $1,000 account after the 2 percent discount period will result in a
A)
debit to Cash for $980.
B)
credit to Accounts Receivable for $1,000.
C)
credit to Cash for $1,000.
D)
debit to Sales Discounts for $20.
_____3.
Gross profit does
not
appear
A)
on a multiple-step income statement.
B)
on a single-step income statement.
C)
to be relevant in analyzing the operation of a merchandiser.
D)
on the income statement if the periodic inventory system is used because it cannot be calculated.
_____4.
During 2014, Parker Enterprises generated revenues of $90,000. The company's expenses were as follows: cost of goods sold of $45,000, operating expenses of $18,000 and a loss on the sale of equipment of $3,000.
Parker's gross profit is
A)
$24,000.
B)
$27,000.
C)
$45,000.
D)
$90,000.
_____5.
At the beginning of September, 2014, Stella Company reported Inventory of $8,000. During the month, the company made purchases of $35,600. At September 30, 2014, a physical count of inventory reported $8,400 on hand. Cost of goods sold for the month is
A)
$35,200.
B)
$35,600.
C)
$36,000.
D)
$43,600.
_____6.
The Freight-In account
A)
increases the cost of merchandise purchased.
B)
is contra to the Purchases account.
C)
is a permanent account.
D)
has a normal credit balance.
______7.
A company purchased inventory as follows:
150 units at $5
350 units at $6
The average unit cost for inventory is
A)
$5.00.
B)
$5.50.
C)
$5.70.
D)
$6.00.
______8.
A company just starting business made the following four inventory purchases in June:
June
1
150 units
$
390
June
10
200 units
585
June
15
200 units
630
June
28
150 units
510
$2,115
A physical count of merchandise inventory on June 30 reveals that there are 250 units on hand. Using the FIFO inventory method, the amount allocated to cost of goods sold for June is
A)
$683.
B)
$825.
C)
$1,290.
D)
$1,432.
PART II — BASIC INVENTORY COMPUTATIONS
(18 points)
9.
Joe Poultry uses a
periodic
inventory system. Its beginning inventory on May 1 consisted of 300 units of Product A at a cost of $6.25 per unit. During May, the following purchases and sales were made.
Purchases
Sales
May
6
300
units at $7.20
May
4
275
units
14
400
units at $9.10
8
300
units
21
100
units at $11.50
22
400
units
28
500
units at $11.80
24
225
units
1,300
1,200
Instructions:
Compute the May 31 ending inventory and May cost of goods sold under (a) Average Cost, (b) FIFO, and (c) LIFO. Provide appropriate supporting ca.
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Similar to W4 Assignment MIDTERM ExamQuestion 1 1. Students engage i.docx
Service Learning Curriculum_8_27_15
Here are some guiding questions to help students brainstorm
Community Issues:
- What problems were identified in the survey results?
- What issues negatively impact quality of life?
- What issues disproportionately affect certain groups?
- What recurring problems need innovative solutions?
3) Use the Consensus Method to narrow down and reach Consensus on the
Community Issue for their Service Learning Project.
4) Record the agreed upon Community Issue for future reference.
Activity Two:
20 Module 4
M ODULE 4:
Understanding the Community Issue
Module Overview:
Students build context around their Community Issue by identifying key
stakeholders and conducting research. This provides a foundation for identifying
root causes in
Ecology of Education and Service-Learning: Perspectives on teaching & learning
This document discusses service-learning and civic engagement in higher education. It provides context on the growth of service-learning and engagement over the past few decades. It also discusses key principles of service-learning, including collaboration with the community, reflection, and making learning relevant to people's lives. The document emphasizes that education is broader than just schooling and occurs within communities through various institutions.
IB Service Learning - How to for First Timers
Need to complete a service project and don't know what you are doing? I am sharing my research. Maybe it will help!
Service Learning 101
This document provides an overview of service learning. It defines service learning and differentiates it from similar terms like volunteerism and community service. The key aspects of service learning are that it integrates community service with academic learning, is mutually beneficial to both the student and community, and includes structured reflection. Benefits include improved academic performance and developing skills like leadership. Critical elements are including community voice, orientation, meaningful action, reflection, and evaluation. Examples are provided of how to enhance existing volunteer projects into service learning projects. Upcoming service opportunities at GVSU are outlined.
Service Learning NSTP reporting Report NSTP.pptx
This chapter discusses service-learning and its benefits. It defines service-learning as experiential education where students apply what they learn in class to address real community problems through service, while reflecting on their experience. The chapter outlines learning objectives, examples of service projects, and characteristics of effective service-learning. It also discusses the benefits of service-learning for students, faculty, and community partners, as well as legal bases and theories that support integrating service into education.
Service learning week 2 pp
This document discusses service learning as a teaching and learning strategy that integrates community service, instruction, and reflection. It defines service learning, outlines its theoretical basis and key components, and describes its impacts on students, educators, communities, and educational institutions. Service learning enhances learning through real-world application, teaches civic responsibility, and strengthens communities through mutually beneficial partnerships.
52 Journal of College Science TeachingThe partnership betw.docx
This document discusses the importance of developing university and community partnerships for successful service learning projects. It begins by providing an example of a nutrition class where students volunteered at a soup kitchen without clear connections to course objectives. The authors note that successful service learning requires distinguishing volunteerism from service learning, identifying clear course objectives, and developing community partnerships.
The document then discusses defining the community, developing a partnership framework with 3 steps: identifying course objectives/outcomes, selecting community partners, and defining the project roles/responsibilities. Two examples of successful service learning projects in environmental interpretation and elementary science classes are provided that benefited students, community partners, instructors, and the university. The conclusion emphasizes the importance of a strategic approach to developing community
52 Journal of College Science TeachingThe partnership betw.docx
52 Journal of College Science Teaching
The partnership between science and the environment in service-learning
projects helps students to make greater connections to the world around
them. Service learning provides many benefits to students, faculty, and
communities within the context of a college course. However, to prevent
frustration, it is important for faculty members to make a clear distinction
between service learning and volunteerism by connecting their course
objectives to the service being provided. They also must develop a framework
for planning, assessment, and reflection. Finally, a successful partnership
must be developed. Clearly defining the community setting to be used for the
service-learning project will ensure a more positive outcome. Developing the
partnership framework through purposeful communication with all partners
is the key to successful service-learning projects. A sequential series of steps
are provided for the framework development. Actual examples of classroom
projects are described, along with benefits to students, agencies, and
community participants.
Developing University and
Community Partnerships: A Critical
Piece of Successful Service Learning
By James McDonald and Lynn A. Dominguez
S
cience instructors may often
ask themselves how they can
make the material in their
classes relevant to their stu-
dents. This is particularly important
now as the world faces a variety of
issues that are related to science such
as energy, climate, and environmen-
tal challenges of a global nature. To
comprehend the complexity of these
global issues, students must gain a
deeper understanding about science
and the environment. However, at
the same time, students must realize
their connectedness to a much larger
global community existing outside
of the physical university boundar-
ies. One teaching method that con-
nects students with the community
through the science content in their
classes is service learning. Many
people confuse community service
with service learning. At its core,
service learning provides a benefit
to both the student (related to their
classwork) and to the community
partner. The use of service learning
in service-learning experiences “stu-
dents are actively participating in the
process of understanding, integrating,
and applying knowledge” from the
subject area they are studying as they
work to improve their communities.
Making a clear distinction between a
volunteer activity and service learning
is critical to the success of any service-
learning project. At a number of
service-learning workshops, we have
assisted science faculty with problem
solving related to the implementa-
tion of service learning in a science
classroom. For example, a nutrition
department faculty member had her
students volunteer each semester
serving food at a local soup kitchen.
Students were required to donate 5
hours of their time, which they docu-
mented by having .
List and explain the reasons you agree or disagree with.docx
This document contains three posts discussing service learning in education.
The first post shares a negative personal experience with service learning and argues that most assignments were unstructured and not relevant to courses. The second post outlines benefits of service learning, such as helping students understand citizenship and make a difference, but notes concerns about fitting projects within time constraints. The third post describes a positive service learning experience from an article that connected to civic engagement, and argues service learning should be student-driven and interest-based to be effective.
Service Learning Power Point
This document provides an overview of service learning. It defines service learning as an instructional method that utilizes community service as a resource for learning. Key aspects include integrating academic curriculum with real-life experiences, meeting community needs, and promoting reflection. The document discusses benefits like improved grades and civic responsibility. It also outlines the preparation, action, reflection, and celebration steps involved in service learning projects.
Week 5 Journal Specific Needs and CultureUsing the Journal tab, .docx
Week 5 Journal Specific Needs and Culture
Using the Journal tab, respond to the following prompt:
Explain how a service learning project can fit into the specific needs and culture of your school or future a school in which you will be working.
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your journal entries.
INSTRUCTOR GUIDANCEWEEK FIVE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
According to the National Education Association (NEA) President Dennis Roekel, "research and field-work show that parent-school partnerships improve schools, strengthen families, build community support, and increase student achievement and success" (Roekel, 2008, para. 5). Schools cannot work alone in getting students to improve learning.
There has to be a structured, strategic plan that includes other stakeholders. A variety of potential community groups such as police officers, firefighters, civil rights, and youth services organizations are great examples of resources that can be involved in the teaching and learning process. Consider the benefits of seeking out this type of community support? What are some of the first steps in garnering the support of these leaders within the community? Additionally, when students get involved with this strategic planning in developing community relationships through service learning projects, the outcomes prove positive for social growth and academic development. The benefits of service learning project can be seen in the Service Learning: You Can Make a Difference (Links to an external site.) one and half minute video.
The first step in establishing a successful partnership between schools and community is the initial planning phase. This sets the foundation by assessing the school’s needs, establishing goals and objectives, and developing a vision for the future. One of the key factors is getting those individuals involved who have a genuine interest and care about what happens to the schools within the community. Price (2008) explains that through the “community mobilization” process, schools engage the community to create a list of community priorities, resources, needs, and solutions that promote stakeholder accountability and positive student support. He believes that by "mobilizing the village" and having community meetings related to education, support for education can be garnered (Price, 2008, p. 90). The concern, however, is recruiting school and community volunteers who will spearhead these partnerships. Educators may not feel qualified to assume this role, or may not have enough time to add another responsibility to their already-full plate. Price suggest that the key to getting teachers involved in creating partnerships is by tapping into their professional interest in community-based efforts in improving student success.
A fully supportive community must include parental involvement ...
Read Ch5. There are 3 Questions Put the Questions on top of each
Read Ch5
. There are 3 Questions: Put the Questions on top of each one. Have to make it good. 200+ words
0--No summary or summary is not on topic.
0.5--On topic with no reference or connection to the week's readings.
1--On topic and includes a reference to the week's readings.
1. How might an administrator help inform his/her staff on the importance of community relations?
2. What steps might be taken with all members of a staff to discuss and model effective messaging for students, parents, community, etc.?
3.You have been asked to give a workshop to new school board members on their role in school–community relations. What points would you cover in your presentation?
Chapter 5 Administering the Program
After completing this chapter you should be able to …
■ Distinguish the key organizational and administrative structures that characterize successful programs.
■ Identify the roles boards play in contributing to school–community relations success.
■ Identify the roles administrators play in contributing to school–community relations success.
■ Define the standards for education public relations practitioners.
■ Outline methods for delivering training and support to staff to foster the development of skills essential to their communication roles.
Setting up a school–community relations program means paying attention to organization and determining who is responsible for what. What is the role of the board of education? What do the superintendent and the administrative team need to do? How about the person appointed to be in charge of the operation? What kind of organizational plan will be developed? Which administrators and supervisors are responsible for which parts of the program? How much money will be allocated to the school–community relations effort? An important component must be clearly outlined: the role of teachers and support staff.
THE BOARD OF EDUCATION
Board members must constantly remember that the schools are owned by the people: taxpayers. The community expects the children sent to the schools to learn effectively, and the community members pay the bills to keep the schools running. In most districts, people elect representatives to govern the schools they own. They should, therefore, be kept informed on a regular basis about how money is being spent and how effective the education being provided is.
How people feel, what they believe, and how they act toward the school, its officers, proposals, and programs can be summed up in the term public opinion. Public opinion is that intangible but powerful force in American life that influences all that is done in public affairs. A school board must know something about the nature of public opinion in order to run a good school system. If it fails to do what the public wants, sharp criticism follows. If it moves too far ahead of public opinion, it invites opposition. If board members confuse their own interests with those of the pub ...
Authentic Application
This document proposes solutions to address the problem of isolation of rural teachers and lack of participation in professional development. It begins by introducing the problem and conceptual framework. A possible solution is then proposed - providing coaching and technology opportunities to interested teachers on a voluntary basis to address isolation and relationship-building. The methodology proposed is an interrupted time-series experiment to study the effects of the interventions on teachers over time in their natural school communities.
Classroom walk throughs introduction
The document discusses the NSW model of pedagogy which identifies 18 elements of quality teaching practice grouped into 3 dimensions: intellectual quality, quality learning environment, and significance. It focuses on the element of "connectedness" which refers to making real-world connections and adding value beyond the classroom. Teachers are encouraged to design lessons that apply knowledge to real-life contexts and problems to increase connectedness. Examples include incorporating real materials and skills, relating topics to students' lives, and ensuring work has value outside of school.
pepe522
The document discusses a 15-day program introduced by the University of Edinburgh to help prepare social work students for practice placements. The program involves students spending time in various agencies to observe social workers and participate in activities without direct client contact. It is intended to help with the transition from university to practice, assess students' readiness, and inform areas for development prior to placements. Feedback from practice teachers and students suggests the program helps identify issues earlier, increases confidence, and better prepares students for the realities of practice.
Week 5 Discussion 2 Hierarchy of NeedsHjalmarson focuses on Masl.docx
Week 5 Discussion 2 Hierarchy of Needs
Hjalmarson focuses on Maslow’s Hierarchy of Needs Triangle to prioritize school outreach efforts. Why do you think it is important to concentrate on basic needs first? What is your experience with schools that understand the imperative to take care of basic needs as step one of any school to parent outreach program?
INSTRUCTOR GUIDANCEWEEK FIVE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
According to the National Education Association (NEA) President Dennis Roekel, "research and field-work show that parent-school partnerships improve schools, strengthen families, build community support, and increase student achievement and success" (Roekel, 2008, para. 5). Schools cannot work alone in getting students to improve learning.
There has to be a structured, strategic plan that includes other stakeholders. A variety of potential community groups such as police officers, firefighters, civil rights, and youth services organizations are great examples of resources that can be involved in the teaching and learning process. Consider the benefits of seeking out this type of community support? What are some of the first steps in garnering the support of these leaders within the community? Additionally, when students get involved with this strategic planning in developing community relationships through service learning projects, the outcomes prove positive for social growth and academic development. The benefits of service learning project can be seen in the Service Learning: You Can Make a Difference (Links to an external site.) one and half minute video.
The first step in establishing a successful partnership between schools and community is the initial planning phase. This sets the foundation by assessing the school’s needs, establishing goals and objectives, and developing a vision for the future. One of the key factors is getting those individuals involved who have a genuine interest and care about what happens to the schools within the community. Price (2008) explains that through the “community mobilization” process, schools engage the community to create a list of community priorities, resources, needs, and solutions that promote stakeholder accountability and positive student support. He believes that by "mobilizing the village" and having community meetings related to education, support for education can be garnered (Price, 2008, p. 90). The concern, however, is recruiting school and community volunteers who will spearhead these partnerships. Educators may not feel qualified to assume this role, or may not have enough time to add another responsibility to their already-full plate. Price suggest that the key to getting teachers involved in creating partnerships is by tapping into their professional interest in community-based efforts in improving student success.
A fully supportive community must include parental involvement. The efforts previous ...
Welcome to International Journal of Engineering Research and Development (IJERD)
call for paper 2012, hard copy of journal, research paper publishing, where to publish research paper,
journal publishing, how to publish research paper, Call For research paper, international journal, publishing a paper, IJERD, journal of science and technology, how to get a research paper published, publishing a paper, publishing of journal, publishing of research paper, reserach and review articles, IJERD Journal, How to publish your research paper, publish research paper, open access engineering journal, Engineering journal, Mathemetics journal, Physics journal, Chemistry journal, Computer Engineering, Computer Science journal, how to submit your paper, peer reviw journal, indexed journal, reserach and review articles, engineering journal, www.ijerd.com, research journals
Engaging Graduate Online Learners through Service-Learning
Online graduate students were given the
option of choosing to write their fi nal
project or participate in a service-learning project. Students that chose the service-learning option utilized Eyejot, Google-Hangout, and Web-Ex to complete their reflective journals, talk as a group about their service experiences, and discuss their final reflective essays. Students that chose the service-learning option were more engaged than those who chose the hypothetical written final project.
Michael Coquyt
Asst. Professor, Educational Leadership
Minnesota State University-Moorhead
Aet 562 week6 social media manual presentation_team c
This presentation summarizes a social media training manual, highlighting social learning, problem solving through social learning, addressing business issues through social learning, and examples of effective social media tools. Social learning involves connecting, collaborating, participating and communicating. It can help resolve ethical dilemmas and problems in the workplace. Examples of social media tools described are YouTube, LinkedIn, Wikis and blogs. The training manual is intended to increase social learning and its benefits in organizations.
Intersections Between Your Domain and SAIL - May 1, 2018 "Learning Everywhere...
This session prompts participants to reflect upon their existing professional work through several different lenses, then uses those as entry points into the SAIL framework and language. Participants will engage with their own work and with others, and come away with new professional connections and a meaningful learning opportunity mapped to the SAIL framework.
Similar to W4 Assignment MIDTERM ExamQuestion 1 1. Students engage i.docx (20)
Ecology of Education and Service-Learning: Perspectives on teaching & learning
Ecology of Education and Service-Learning: Perspectives on teaching & learning
52 Journal of College Science TeachingThe partnership betw.docx
52 Journal of College Science TeachingThe partnership betw.docx
52 Journal of College Science TeachingThe partnership betw.docx
52 Journal of College Science TeachingThe partnership betw.docx
List and explain the reasons you agree or disagree with.docx
List and explain the reasons you agree or disagree with.docx
Week 5 Journal Specific Needs and CultureUsing the Journal tab, .docx
Week 5 Journal Specific Needs and CultureUsing the Journal tab, .docx
Read Ch5. There are 3 Questions Put the Questions on top of each
Read Ch5. There are 3 Questions Put the Questions on top of each
Week 5 Discussion 2 Hierarchy of NeedsHjalmarson focuses on Masl.docx
Week 5 Discussion 2 Hierarchy of NeedsHjalmarson focuses on Masl.docx
Welcome to International Journal of Engineering Research and Development (IJERD)
Welcome to International Journal of Engineering Research and Development (IJERD)
Engaging Graduate Online Learners through Service-Learning
Engaging Graduate Online Learners through Service-Learning
Aet 562 week6 social media manual presentation_team c
Aet 562 week6 social media manual presentation_team c
Intersections Between Your Domain and SAIL - May 1, 2018 "Learning Everywhere...
Intersections Between Your Domain and SAIL - May 1, 2018 "Learning Everywhere...
More from melbruce90096
`Do assignments as detailed outNO WIKI for referncesPlease m.docx
`Do assignments as detailed out
NO WIKI for refernces
Please make sure that ALL REFERNCES ARE APA CITED
TB BOOK CITATION:
Dyer, W. G., Jr., Dyer, J. H., & Dyer, W. G. (2013). Team building: Proven strategies for improving team performance (5th ed.). San Francisco, CA: Jossey-Bass.
.
_____1.On July 9, Sheb Company sells goods on credit to .docx
_____1.
On July 9, Sheb Company sells goods on credit to Wooley Company for $5,000, terms 1/10, n/60. Sheb receives payment on July 18. The entry by Sheb on July 18 is:
A)
Cash
5,000
Accounts Receivable
5,000
B)
Cash
5,000
Sales Discounts
50
Accounts Receivable
4,950
C)
Cash
4,950
Sales Discounts
50
Accounts Receivable
5,000
D)
Cash
5,050
Sales Discounts
50
Accounts Receivable
5,000
_____2.
The collection of a $1,000 account after the 2 percent discount period will result in a
A)
debit to Cash for $980.
B)
credit to Accounts Receivable for $1,000.
C)
credit to Cash for $1,000.
D)
debit to Sales Discounts for $20.
_____3.
Gross profit does
not
appear
A)
on a multiple-step income statement.
B)
on a single-step income statement.
C)
to be relevant in analyzing the operation of a merchandiser.
D)
on the income statement if the periodic inventory system is used because it cannot be calculated.
_____4.
During 2014, Parker Enterprises generated revenues of $90,000. The company's expenses were as follows: cost of goods sold of $45,000, operating expenses of $18,000 and a loss on the sale of equipment of $3,000.
Parker's gross profit is
A)
$24,000.
B)
$27,000.
C)
$45,000.
D)
$90,000.
_____5.
At the beginning of September, 2014, Stella Company reported Inventory of $8,000. During the month, the company made purchases of $35,600. At September 30, 2014, a physical count of inventory reported $8,400 on hand. Cost of goods sold for the month is
A)
$35,200.
B)
$35,600.
C)
$36,000.
D)
$43,600.
_____6.
The Freight-In account
A)
increases the cost of merchandise purchased.
B)
is contra to the Purchases account.
C)
is a permanent account.
D)
has a normal credit balance.
______7.
A company purchased inventory as follows:
150 units at $5
350 units at $6
The average unit cost for inventory is
A)
$5.00.
B)
$5.50.
C)
$5.70.
D)
$6.00.
______8.
A company just starting business made the following four inventory purchases in June:
June
1
150 units
$
390
June
10
200 units
585
June
15
200 units
630
June
28
150 units
510
$2,115
A physical count of merchandise inventory on June 30 reveals that there are 250 units on hand. Using the FIFO inventory method, the amount allocated to cost of goods sold for June is
A)
$683.
B)
$825.
C)
$1,290.
D)
$1,432.
PART II — BASIC INVENTORY COMPUTATIONS
(18 points)
9.
Joe Poultry uses a
periodic
inventory system. Its beginning inventory on May 1 consisted of 300 units of Product A at a cost of $6.25 per unit. During May, the following purchases and sales were made.
Purchases
Sales
May
6
300
units at $7.20
May
4
275
units
14
400
units at $9.10
8
300
units
21
100
units at $11.50
22
400
units
28
500
units at $11.80
24
225
units
1,300
1,200
Instructions:
Compute the May 31 ending inventory and May cost of goods sold under (a) Average Cost, (b) FIFO, and (c) LIFO. Provide appropriate supporting ca.
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[removed]
el
tomate
: Son rojos y se sirven (
they are served
) en las ensaladas.
[removed]
los
entremeses
: Se come (
It is eaten
) antes del plato principal; es líquida y caliente (
hot
).
[removed]
la
zanahoria
: Son unas verduras anaranjadas, largas y delgadas
.
[u07d2] Unit 7 Discussion 2Conflict and ChangeResourcesDiscuss.docx
[u07d2] Unit 7 Discussion 2
Conflict and Change
Resources
Discussion and Participation Scoring Guide
.
Change is part of our lives. Change is viewed as positive and negative. It is accompanied with excitement and confidence, opportunity, progress, growth, innovation, fear and anxiety, upheaval, threat, and unpredictability. People react to change differently.
Based on the assigned readings, briefly answer the following questions.
List and explain the three approaches to change.
Explain the dynamics of change as you see it.
.
[removed]1.Which of the following processes addresses when to sp.docx
The document appears to be a set of multiple choice questions related to public speaking concepts. It includes questions about processes of speech organization, types of supporting materials, enhancing voice volume, maintaining audience attention, outlining techniques, audience analysis methods, speech delivery elements, and other topics related to public speaking best practices.
Your paper should be a literary essay in which you present a combina.docx
Your paper should be a literary essay in which you present a combination of primary and secondary research. Use MLA style for formatting (margins, spacing, numbering pages, heading, title etc.) and citing sources (parenthetical notes and works cited page)
Choose an English Romantic writer (William Wordsworth)
Choose a work by that writer as the focus of your research (Tintern Abbey)
Analyze and interpret the work to plan our approach to it and do some preliminary reading to evaluate the topic.
8 pages 4 secondary sources
.
[removed]1.Photographs are an important source of data because t.docx
[removed]
1.
Photographs are an important source of data because they:
a.
b.
c.
d.
2.
The Ju/'hoansi are best described as a band because:
a.
b.
c.
d.
3.
A bifurcate kinship system is one where:
a.
b.
c.
d.
4.
The "honeymoon" phase in anthropological fieldwork can be described as a:
a.
b.
c.
d.
5.
Theoretical models in anthropology are:
a.
b.
c.
d.
6.
If your informant describes how her peers treat her differently because her father is an important film star, this is termed her __________ status.
a.
b.
c.
d.
7.
Rank societies are those where individuals gain prestige and wealth by using:
a.
b.
c.
d.
8.
Agriculturally based societies are primarily associated with which of the following economic institution(s)?
a.
b.
c.
d.
9.
An anthropologist that includes his or her thoughts about what he or she sees as well as quotations from his or her informants is presenting what type of ethnography?
a.
b.
c.
d.
10.
Anthropological interest in sexuality can be traced back to which of the following anthropologists?
a.
b.
c.
d.
11.
Which of the following chromosomal pairs shows that an individual is male?
a.
b.
c.
d.
12.
A key informant is selected using a:
a.
b.
c.
d.
13.
Which of the following situations is considered a suitable fieldwork setting for an anthropologist?
a.
b.
c.
d.
14.
The most common kinship system in North America today consists of __________ descent groups known as __________.
a.
b.
c.
d.
15.
Members of the Yurok, Karuk, Hupa, and Tolowa use valued items such as obsidian blades, white deer skins, and elaborately carved paddles and spoons to:
a.
b.
c.
d.
16.
The production maximization model of intensive agriculture strives to maximize production through:
a.
b.
c.
d.
17.
Forensic anthropologists apply their knowledge to legal issues by studying what materials?
a.
b.
c.
d.
18.
The Zuni recognize the berdache gender person as being:
a.
b.
c.
d.
19.
The Zuni recognize the berdache gender person as being:
a.
b.
c.
d.
20.
Initial attempts by AID to bring about reforestation in Haiti failed because:
a.
b.
c.
d.
21.
What type of evidence is used to analyze the evolutionary model of human cultural adaptations?
a.
b.
c.
d.
22.
The four fields of anthropology are:
a.
b.
c.
d.
23.
The description of a single society based on fieldwork is called a(n):
a.
b.
c.
d.
24.
A societal type common in foraging groups and marked by egalitarian social structure and lack of specialization is a:
a.
b.
c.
d.
25.
Among the New Zealand Maori, facial tattoos communicated all of the following, EXCEPT:
a.
b.
c.
d.
26.
The advantages of polygyny across cultures include all of the following, EXCEPT:
a.
b.
c.
d.
27.
Every aspect of culture influences every other aspect of that culture. Thus culture is:
a.
b.
c.
d.
28.
An informant tells a fieldworker that the preferred marriage custom in his culture is for a man to marry his mother's brot.
Your paper should address the following questionsWhen you hear th.docx
Your paper should address the following questions:
When you hear the word “scientist” what do you envision? Which famous people or characters from the media come into your mind? What characteristics do they have in common? Discuss at least three characteristics of your vision of a scientist.
Has your image of what a scientist does and how they look changed over time? If so, how has this changed and what influenced you?
Are fictional scientists usually the heroes, villains, or a combination of the two? Provide at least two detailed examples to support your position.
How is science portrayed in fictional media (television shows, movies, music, books, etc.)? Is it seen as a positive, negative, or neutral force in the world? Give specific examples supporting your position.
Do you think the portrayal of scientists in the various forms of media influences how society views people in this profession? Why, or why not?
Can the portrayal of science in media influence how certain research and technology is viewed, and accepted, by the general public (e.g., cloning)?
Your Final Project should be written in an essay format, with an introduction and conclusion. The paper will require you to include details from research including the course materials and sources you locate on your own. Use APA format to cite your sources of information, both within parenthetical citations and also within a reference page at the end of the project.
Basic Writing Expectations:
A minimum of 1,500 words, not counting the title or reference pages
At least 3 academic resources utilized
Include a title page, double space, font size 10 or 12
Include a highly developed viewpoint/thesis, purpose, and exceptional content
Demonstrate superior organization: use logic
Free of grammar and spelling errors
No evidence of plagiarism.
Note:
no more than 10% of your paper should be direct quotes
Use the APA style for all in-text citations, references, and body of paper
.
Your Final Project from this course will enable you to compare cultu.docx
Your Final Project from this course will enable you to compare cultural viewpoints toward death and dying in Western society to those in other parts of the world.
Final Project Information
Overview
Your Final Project will be a medium-length essay in which you address the cultural viewpoints toward death and dying in Western society and compare these to the perspectives toward death and dying in other parts the world. As the course content will point out, much about the Western response to death and dying amplifies the process of grief and bereavement, perhaps unnecessarily. In the West, death is something that is denied and, in many ways, is something that people seem ill-equipped to deal with once the event occurs or is imminent. Your job in this paper will be to put on your social scientist cap and offer “cultural solutions” to the way that death and dying is dealt with in Western society.
Assignment
Based on your own independent research in which you compare the cultural beliefs toward death and dying in Western societies to those in Eastern societies such as China, Vietnam, Japan, and so forth, write an essay that addresses the following points:
Describe in detail the major differences between the Western viewpoint toward death and dying and those in these Eastern societies (you may focus on one country, such as China, or talk about Eastern societies more generally). Be sure to describe the rituals involved with the process of death and dying, the various technologies, or anything that helps explain these differences.
Give one specific example of a famous case of death and dying in Western society that demonstrates some of the problems or dysfunctions of the Western viewpoint (examining cases in the media, for example, will be a great place to start!).
Finally, conclude your final paper with a detailed commentary about what we can do to change the cultural beliefs toward death and dying in Western societies in a way that makes us less afraid of the dying process. Be very specific in your commentary.
.
Your Final Paper is to be a comprehensive research study on one of t.docx
Your Final Paper is to be a comprehensive research study on one of the following public policy topics:
Environmental Concerns
Immigration
Health Care
Primary and Secondary Public Education
Social Security
Welfare
Your analysis of the topic will include:
The scope and nature of the public policy problem.
How the problem came to public and political awareness.
The evolution of related public policy.
Level of government and the actors involved.
The intergovernmental structure and political concerns.
Conflicting public opinion and impact on policy solutions.
The approaches to policy formulation, adoption, and evaluation.
The suggested policy direction (continuation, change or termination) and future impact.
Writing the Final Paper
The Final Paper:
Must be eight to ten double-spaced pages in length (including title and reference pages), and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must begin with an introductory paragraph that has a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must end with a conclusion that reaffirms your thesis.
Must use at six to ten scholarly sources, including a minimum of four from the Ashford University Library.
Must document all sources in APA style, as outlined in the Ashford Writing Center.
Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center
.
Your director is not aware of the involvement of the Department of H.docx
Your director is not aware of the involvement of the Department of Homeland Security (DHS) with private enterprise and has requested an information paper that provides her with an explanation about why this is important and how the DHS engages private enterprise in the protection of critical infrastructure and key resources (CIKR). Provide at least 1 example of each program that addresses state, local, tribal, and territorial (SLTT) governments, private enterprises, and individuals in the following DHS mission areas:
Prevention
Response
Recovery
.
YOull need to know The purpose of this research is to focus atte.docx
YOu'll need to know:
The purpose of this research is to focus attention on how to help newly brought children adapt to the new environment at the child care, given that the children have never been to such environments before.
Content Expectations
Forms of Data (1.5 Points
): In two-to-three paragraphs, describe the multiple forms of data that you will collect (observations, interviews, artifacts, etc.) and how this information will inform your research.
Value of Data (2.5 Points):
In two-to-three paragraphs, explain the value of the selected forms of data and how this information will inform the focus and research questions.
.
Your draft should establish and develop a single thesis [or co.docx
Your draft should establish and develop a single thesis [or controlling idea], develop in parts. You may also write from the earlier handout on an author you haven’t yet written about.
Gandhi’s “Economic and Moral Progress” suggests that morality and economic prosperity do not go hand in hand. In fact, he argues, oftentimes, one loses one’s morality when one becomes wealthy. Do you agree with Gandhi? Does wealth correlate with immorality? Yes or no. Explain by referring to passages from the essay.
Compare David Suzuki’s understanding of interdependence [interconnectedness] with Ricard and Thuan’s.
Discuss the ways in which Gandhi supports his argument—first with historical examples, then with famous people, then by using the writing of a famous scientist. Is his essay more effective as he adds this type of support?
Desmond Tutu describes South Africa’s decision to seek a middle path between two extremes. What are these extremes and what is this middle path? Is Tutu right in arguing for this road down the middle?
Compare Desmond Tutu’s “middle path” with the teachings of Lao Tzu. Does Lao Tzu advocate a similar position? You might include other famous historical figures who’ve argued a similar position.
David Suzuki’s “The Sacred Balance” appears to be in two parts: first, he identifies the problem in three parts, then he identifies the solution in three parts. What is the essential problem and what is Suzuki’s solution?
Tom Shadyac’s film, “I Am” has a central thesis and advocates a certain solution. What is the basic thesis of the film and what is the solution or solution[s] he advocates? What’s the basic problem and what’s the answer? And how does he convince the audience of these truths?
Kenzaburo Oe develops a very smart and very controversial thesis. What is his thesis and what exactly does he refer to in an attempt to develop, support that thesis.
Kenzaburo Oe discusses the Great Flood [Noah] at the end of his essay and identifies something very troubling about the Western mind. What is this thing he is identifying here? How does it relate to the overall theme of the essay [man’s inhumanity to man]?
Rachel Carson’s “Obligation to Endure” identifies large increases in human populations that create conditions in which insects and other forms of life must be controlled. Name a few of these patterns of behavior that cause an increase in the amount of insects among us.
Identify Rachel Carson’s thesis and her solution. What’s the problem she outlines and what does she propose we do?
How do Carson’s ideas seem to influence David Suzuki? Are they on to the same problems? How are they similar or different?
Plato’s Gorgias is a discussion of the problem of rhetoric and the need for conversation. What is rhetoric, according to Plato, and why is it so dangerous? Does he convince the reader that discourse [words] can be used inappropriately and in dangerous ways?
Discuss any of the questions that follow the readings [Understa.
Your company has just hired your foreign friend to work in a middle-.docx
Your company has just hired your foreign friend to work in a middle-management position. Since you have lived in the United States for many years, your friend believes that you understand job coaching for a traditional American company. She wants to work with you and has many questions—some of which concern the manner in which cultural nuances related to religious customs, verbal and nonverbal communication, etc. may affect leadership roles.
Write a five to seven (5-7) page paper in which you:
Recommend whether or not your friend should insert herself as a coach from the beginning. Provide a rationale for your response.
Determine two (2) conflicts that could possibly arise as a result of asking people to work on days of religious significance. Propose concrete solutions for these two (2) possible conflicts.
Determine whether or not cultural quirks could restrain the foreign manager from expressing his or her ideas readily. Provide a rationale for your response.
Determine two (2) actions that you can take in order to prepare yourself and your friend to become multicultural leaders. Provide two (2) examples to support your response.
Predict two (2) major conflicts that may arise out of nonverbal communication misunderstandings (e.g., words misinterpreted, hand gestures, looks, shoulder shrugs, names of objects, etc.). Suggest two (2) actions that your friend could take in order to diffuse these types of misunderstandings and thus make the workplace more harmonious. Justify your response.
Use at least five (5) quality academic resources in this assignment. Note: Wikipedia does not qualify as an academic resource.
Please DO NOT use "I, me, you, us, or we" in the research paper.
Please include a introduction paragraph.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
.
Your boss has asked you to write a Project Management Plan. Your pla.docx
Your boss has asked you to write a Project Management Plan. Your plan should contain the following sections:
Initiating
Planning
Executing
Monitoring and Controlling
Closing
In addition, your plan should touch upon the following components:
Integration
Cost
Human resources
Stakeholder management
Scope
Quality
Communications
Time
Procurement
Risk management
.
Your boss has chosen you to give a presentation to a number of forei.docx
Your boss has chosen you to give a presentation to a number of foreign officials (We have Chosen Italy) regarding the United States Federal Reserve System. These officials are very interested in doing business in the United States, but they would like to learn more about the Federal Reserve and how it operates as compared to the official's home country.
*
Your instructor will provide a list of countries from which you may select as the home country of the "foreign officials".
Develop
a 3- to 4-slide Microsoft
®
PowerPoint
®
presentation including detailed speaker notes.
Incorporate
any feedback from peer review discussion.
Address
the following questions and include a notes page which contains the write-up portion to each question:
How does monetary policy aim to avoid inflation?
How does monetary policy control the money supply?
How does a stimulus program (through the money multiplier) affect the money supply?
Format
consistent with APA guidelines including a reference slide.
.
your assignment is to submit a presentation on Native-American liter.docx
your assignment is to submit a presentation on Native-American literature. You may choose ONE of the stories below..
"The Shawl"
"The Years of My Birth"
Here are the specifications for the assignment:
1. Please submit your presentation to the Presentation Drop Box under Module 4 Hispanic-American Literature. The deadline is 12/05.
2. Your presentation will consist of a PowerPoint or Prezi. The format MUST allow for video clips to be incorporated. In order to fulfill the oral communication component of this course, you will videotape yourself speaking onto a camera or record yourself speaking. Please submit an mp3 file, not a wave file, and include this video or audio clip in your presentation. Audio is required.
3. The presentation should include:
A. First slide with your name and the story or poem you selected for your presentation.
B. Slides that show your research of a minimum of 3 facts or statistics that help enhance our understanding of Native American/ Hispanic/ African-American literature, culture, history, or traditions (depending on your last name, you will focus on one of these types of literature. Please see above). Please explain HOW these 3 facts relate to the story or poem you chose to discuss. Please provide MLA citation regarding where the facts and statistics came from (URL or article you found).
B. Please include one video clip of the author and/or historic event related to the poem or story you are presenting on.
C. Please present 2 ways in which the story or poem you chose relates to ONE literary criticism theory.
(Please see Introduction to Literary Analysis Folder under Content.) You can do this orally in video and/or audio.
D. Please audiotape yourself for 5 minutes speaking to us about the literary theory that applies to the story or poem you have chosen for your presentation. This video or audio clip should be included with your presentation or prezi.
F. On the video of yourself, please ask one question you have about the story or poem and provide a possible answer.
This presentation will be graded on:
-- complete information required
-- clarity of oral presentation
-- use of video and/or audio
-- research and explanation of literary theoy
-- analysis of story or poem.
.
Your assignment is to report on TWO cultural experience visits y.docx
Your assignment is to report on TWO "cultural experience" visits you make during this term. After each visit, write a 500-800 word report about the visit and what you learned.
Your instructor may modify this assignment.
Instructions
For your two reports, attend two different venues from this list.
art museum or sculpture garden
significant or notable architectural site (if there is explanatory material there to help you understand it)
music concert
theater play
poetry reading or spoken word performance
dance performance
religious service, ceremony or ritual for a religion very different from yours, if you practice (for instance, if you are Christian, you may not go to another Christian denomination's service)
other displays or performances may be acceptable. Check with your instructor for approval beforehand.
Restrictions: The experience should be done in person. If this is impossible, contact the instructor to arrange for alternatives. You may not report on a cultural experience from prior to this class.
Write a report after each cultural experience (Cultural Experience Report #1 and #2).
Each report should include the following information. Include photos or links that help convey the information. As always, be sure to document all sources you consult in preparing your work.
Name and location of the museum, site, or performance event. If there is on-line information about the site or performance, include a link.
Type of museum, site or event. For example, is it a portrait museum, a poetry slam, an outdoor Shakespeare festival performance? If you attended a performance, name the performer or the piece. Be specific about what you attended, when, and where.
Briefly describe the general setting.
Describe at least one aspect of the experience that you found especially interesting. For example, you might write about a particular work of art, cultural artifact, song, dance section, scene in a play, costumes or lighting, a particular actor or vocalist, etc. Explain what impressed you, and why. Your reaction can be positive or negative, as long as you offer an explanation.
Identify and use at least two things you've learned in class in your essay. For example, if you visit a museum, you might point out the architectural style, discuss an artist you've learned about in the course, or tie your experience to a class discussion.
Reflect on the relevance--if any--of your experience to your everyday life. How did the experience engage your feelings or emotions, if at all? What does this tell you about human culture, or about yourself?
.
your article must be a research article You can tell it is a researc.docx
your article must be a research article You can tell it is a research journal article, and not just an editorial article, because a research article will have the
7 parts of a research article
(i.e.
Title, Abstract, Introduction, Methods, Results, Discussion, References
). Once you have chosen your research journal article, then write up a 3-4 page analysis of your chosen research article answering the questions in the
“Reading a Research Article”
(attached to this page)
.
.
Your administrator has come to you for information for a present.docx
Your administrator has come to you for information for a presentation regarding electronic health records to the Board of Directors at your facility. Your administrator wants you to explain what the difference between ICD-9/ICD-10 and SNOMed as related to the EHRs. What would you tell them and what 2 primary points would you want to identify and why?
.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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W4 Assignment MIDTERM ExamQuestion 1 1. Students engage i.docx
- 1. W4 Assignment MIDTERM Exam Question 1 1. “Students engage in community service activities with international academic and learning goals and opportunities for reflection that connect to their academic disciplines” describes which principle? Service-Learning Community Service Community-Based Learning Volunteerism Question 2 1. “Students engage in activities to meet actual community needs as an integrated aspect of the curriculum” describes which principle? Service-Learning Community Service
- 2. Community-Based Learning Volunteerism Question 3 1. How is direct service different than project-based learning? Project-based learning allow students to gain more and diverse experiences than direct service. Direct service requires students to fill out more forms them project-based learning. Direct service involves one on one work with those persons served, project-based looks at the end product. Project-based learning allows you to connect your academic learning with community challenges, whereas direct service lacks this benefit. Question 4 1. In service learning, students help needy people were unable to do anything to help themselves alone bring their assets, means an interest to the service
- 3. learning environment as well as those served, the faculty and the community partners all bring their capacities must realize that faculty lack a strong stake in the community partnerships Question 5 1. For in our Service-Learning project, Julian volunteer at children’s museum reading books to preschoolers. On Julian’s first Tuesday things go well. The following Tuesday, he is late due to traffic. He tells the contact person he is unavailable the following Tuesday due to an unexpected appointment. Julian insures the contact person that you will be available for the remaining Tuesdays. Which of the following statements is the best option. Julian has no intention of carrying out his commitment to the children’s museum. The contact person should view Julian as flakey. Julian created impacts sending a message opposite of his intentions This glitch harms the collaboration and nothing can be learned Question 6
- 4. 1. How do students benefit from engaging in community based learning? Service-Learning guarantee students will have greater career opportunities Students learn lessons from traditional lecture style setting Students gain communication skills, leadership skills, and project management skills. Students gain a sense of social change due to a free labor they provide. Question 7 1. When all of the contributors of the service learning receive mutual benefits from an exchange it is called Collaboration Leadership Congruence Reciprocity
- 5. Question 8 1. In the Remen article, which of the modes of interaction does the author value? Helping Serving Fixing Testing Question 9 1. An agent of change is One who creates change by working in an active collaborative process with others Students who choose a direct service project for service learning A framework that promotes practice leadership and positively influence others The nature of work that you take on to accomplish your tests and achievable
- 6. Question 10 1. Reflecting on the seven Cs, these are important for Developing values that informed decision making in a community project Building a genuine and complete community partnerships Making long-term impacts on controversy with civility Leaders to promote a common purpose for the learning and serving experience Question 11 1. What are some modes of reflection? Question 12 1. Describe the DEAL Model of critical thinking Question 13 1. Are there differences between service-learning and volunteering? If so, what are those differences? Question 14 1. How is civic capacity intertwined with service-learning?
- 7. Question 15 1. Why do colleges require community service and service- learning? Question 16 1. What is the distinction between service through “charity” work and service through “solidarity” work? Question 17 1. In what ways can Mentors establish their perceived credibility with mentees? Question 18 1. List and describe the four quadrants of the Johari Window. W4 Assi gnment MIDTERM Exam QUESTION 1 1. “Students engage in community service activities with international academic and learning goals and opportunities for reflection that connect to their academic disciplines” describes which principle?
- 8. Service - Learning Community Service Community - Based Learning Volunteerism QUESTION 2 1. “Students engage in activities to meet actual community needs as an integrated aspect of the curriculum” describes which principle? Service - Learnin g
- 9. Community Service Community - Based Learning Volunteerism QUESTION 3 1. How is direct service different than project - based learning? W4 Assignment MIDTERM Exam QUESTION 1 1. “Students engage in community service activities with international academic and learning goals and opportunities for reflection that connect to their academic disciplines” describes which principle? Service-Learning Community Service Community-Based Learning
- 10. Volunteerism QUESTION 2 1. “Students engage in activities to meet actual community needs as an integrated aspect of the curriculum” describes which principle? Service-Learning Community Service Community-Based Learning Volunteerism QUESTION 3 1. How is direct service different than project-based learning? Research Paper Topic Class: In Unit IV, you will need to provide six research topics that are related to personnel management and are different from each other. These topics can be from your textbook and others that you may face within your organization. This is not an operational paper so do not discuss operations. This paper is to be written as if you are part of the management team and are fixing a challenge that you face within your organization. Sample Topics:
- 11. These are just a few and the topics are endless. The format is up to you or you may use this example: Outline Example: http://owl.english.purdue.edu/owl/resource/544/01/ Full Sentence Outline 1. Man-made pollution is the primary cause of global warming. A. Greenhouse gas emissions are widely identified by the scientific community to be harmful. 1. The burning of coal and fossil fuels are the primary releasers of hazardous greenhouse gases. Full sentence outlines are often accompanied with an APA reference list on a separate page. Quotes within the outline must also utilize APA in - text citations. Each topic will have a brief description no more than two or three sentences and you will provide at least three references in total (not for each topic) for this portion and five
- 12. references for the final project. You may use your textbook for one of those references. Please DO NOT submit more than three sentences. The description should be the problem statement of why you are picking this topic to discuss the issue and provide solutions for the issues. You will use the link within the classroom under Unit IV to submit your topic. If you have trouble uploading contact tech support for assistance. Thank you, Tom Maloney http://owl.english.purdue.edu/owl/resource/544/01/ Faculty College of Safety and Emergency Services Fire Science