University、 wemakemoves123@gmail.com Jacqueline Kelleher、Pace University, NYC Campus、jk56646n@pace.edu Katy Kaestner 、Trinity University、kkaestne@trinity.edu ABSTRACT The processes and outcomes of a service learning project conducted by a group of five students and engaged with a nonprofit organization are described in this paper. The processes and outcomes are evaluated with respect to the effectiveness of service learning as an educational means and the contribution to the nonprofit sector
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Table of Contents Self Reflection – I 2 Measuring Your Desire for Performance Feedback 2 Action Plan 3 • Analysis 3 • Detail Behavior 3 • Resources 4 Summary 4 Self Reflection – II 5 What is your primary conflict-handling intention? 5 Action Plan 6 • Analysis 6 • Detail Behavior 6 • Resources 7 Summary 7 Self Reflection – III 8 Assessing Participation in Group Decision Making 8 Action Plan 9 • Analysis 9
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practitioner apply learning to new scenarios (Stuart, 2013). Practitioners reflect on their professional learning, personal history, and the influence on their day to day relationships with team members and clients (Stuart, 2013). Self-care and self- reflection are crucial as it affects the client to ensure good quality care, as well as the practitioner’s
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Copyright © 2009, 2008 by University of Phoenix. All rights reserved. Course Description This course introduces students to the foundations of communication in a business setting. Students are exposed to various topics related to interpersonal and group communication within the context of applications in an office or virtual setting. Students will develop skills in forms of written communication, including memos, e-mails, business letters, and reports. Communication ethics and cross-cultural communications
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for years. Amy Garcia, a mother of two small children, seeks an online, cohort-based program to provide her the skills and abilities needed to advance her career while meeting family and work demands. Diane, William, and Amy reflect several of the groups that make up the growing number of adults pursuing formal degree programs. The strongest growth in educational participation in the past two to three decades has been in part-time enrollments of students over age twenty-five, in particular, women
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Exploring Business and Human Communication. Some topics covered in Exploring Business will be explored further in this course. A requirement of Human Communication is the delivery of three speeches (a persuasive speech, an informative speech and a group speech.) This class will give you the opportunity to practice (and learn how to improve) your oral communication skills. Student Learning Outcomes: After completing this course you will have the skills, information, knowledge and tools:
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PRA RRA PLA Summary How have the theory and practice of participatory methodologies in development activities changed since the mid 1970s? What variants and applications of these methodologies have emerged? This paper from the Institute of Development Studies (IDS) traces the spread of Participatory Rural Appraisal (PRA) and Participatory Learning and Action (PLA), and identifies strengths and weaknesses in the ways they have been implemented in development contexts. Whilst inflexible applications
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Intra- and Interpersonal Competencies (IIC) 1. Introduction 1. Human beings are social animals. We meet people and make friends throughout our life. However, building a positive relationship is not an accident; it requires understanding and efforts, and is an art to be learned and practiced. Learning, developing, expanding, and improving interpersonal skills and competencies are essential for future success. This course prepares students for their future by helping them improve themselves
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Stacey D. Jones Professor Natoli Curriculum 320-03 Reflection Today I had the pleasure of visiting the Strong Museum of Play on a class visit. As I ponder on my reflection of today's events there are many words that come to my mind. For example, when I visited the Sesame Street house my mind was filled with imagination such as envisioning Big Bird sitting on the steps saying good day to Oscar. This brought back many wonderful memories of being a child and using
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threat to the public. (NMC 2006) These guidelines identified and formalised the qualities required of a successful mentor and allowed mentors to apply standards consistently to any learner. The development of the portfolio is a result of a working group consisting of representatives from different areas of health education departments and N.H.S. boards. The outcome was ‘The Core Curriculum Framework’ which is the structure in place to help mentors support students in a consistent and recognisable
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