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This Service Learning Project Reflection in Afghanistan Relief Organization mainly focuses on my volunteer teaching during TESOL Graduate program at Kabul Education University. In this project, I discuss my understanding, experiences and my students’ beliefs about service learning. Service Learning Project Reflection in ARO is the community needs, especially the students who are orphanage students and I voluntarily be ready to teach them and share my experiences that I have learnt during my MA. Afghanistan Relief Organization is partnership of ACCESS, so when I start my service learning the students are happy and they engaged in the lesson, because it is necessary for them to understand what I am teaching to enrich their knowledge.  Students who are in ARO studying full time and this service-learning course are optional. The purpose service learning, students learn more about their relationship with the communities they engage socially with classmates. Learn more about their capacity for serving others. Mostly in this course applied integrated speaking and reading English course involves forty hours teaching in ARO.  Service-learning is an experiential learning pedagogy that moves students beyond the classroom to become active participants in their learning and develop community knowledge and skills. Objectives: The purpose of this article is to hold project service learning in ARO because of community needs and to develop students learning styles the process of learning through integrating reading and speaking skills.

This Service Learning Project Reflection in Afghanistan Relief Organization mainly focuses on my volunteer teaching during TESOL Graduate program at Kabul Education University. In this project, I discuss my understanding, experiences and my students’ beliefs about service learning. Service Learning Project Reflection in ARO is the community needs, especially the students who are orphanage students and I voluntarily be ready to teach them and share my experiences that I have learnt during my MA. Afghanistan Relief Organization is partnership of ACCESS, so when I start my service learning the students are happy and they engaged in the lesson, because it is necessary for them to understand what I am teaching to enrich their knowledge.  Students who are in ARO studying full time and this service-learning course are optional. The purpose service learning, students learn more about their relationship with the communities they engage socially with classmates. Learn more about their capacity for serving others. Mostly in this course applied integrated speaking and reading English course involves forty hours teaching in ARO.  Service-learning is an experiential learning pedagogy that moves students beyond the classroom to become active participants in their learning and develop community knowledge and skills. Objectives: The purpose of this article is to hold project service learning in ARO because of community needs and to develop students learning styles the process of learning through integrating reading and speaking skills.

This Service Learning Project Reflection in Afghanistan Relief Organization mainly focuses on my volunteer teaching during TESOL Graduate program at Kabul Education University. In this project, I discuss my understanding, experiences and my students’ beliefs about service learning. Service Learning Project Reflection in ARO is the community needs, especially the students who are orphanage students and I voluntarily be ready to teach them and share my experiences that I have learnt during my MA. Afghanistan Relief Organization is partnership of ACCESS, so when I start my service learning the students are happy and they engaged in the lesson, because it is necessary for them to understand what I am teaching to enrich their knowledge.  Students who are in ARO studying full time and this service-learning course are optional. The purpose service learning, students learn more about their relationship with the communities they engage socially with classmates. Learn more about their capacity for serving others. Mostly in this course applied integrated speaking and reading English course involves forty hours teaching in ARO.  Service-learning is an experiential learning pedagogy that moves students beyond the classroom to become active participants in their learning and develop community knowledge and skills. Objectives: The purpose of this article is to hold project service learning in ARO because of community needs and to develop students learning styles the process of learning through integrating reading and speaking skills.

2020 marks the 45th year anniversary of the Southeast Asian American (SEAA) experience, starting with the first wave of refugees who fled Cambodia, Laos, and Viet Nam as a result of American occupation and wars throughout the region. Collectively, this community is the largest community of refugees ever to be resettled in America. Yet despite four decades in this country, Southeast Asian Americans continue to face disparate challenges like other low-income, immigrant, refugee, communities of color — ranging from poverty, to educational inequity, health disparities, and harsh immigration policies. COVID-19 pandemic has also revealed and exacerbated systemic barriers that have always existed for Southeast Asian American communities. This paper explores those impacts in economic, education, health, and immigration enforcement and concludes with thoughts on the way forward.

2020 marks the 45th year anniversary of the Southeast Asian American (SEAA) experience, starting with the first wave of refugees who fled Cambodia, Laos, and Viet Nam as a result of American occupation and wars throughout the region. Collectively, this community is the largest community of refugees ever to be resettled in America. Yet despite four decades in this country, Southeast Asian Americans continue to face disparate challenges like other low-income, immigrant, refugee, communities of color — ranging from poverty, to educational inequity, health disparities, and harsh immigration policies. COVID-19 pandemic has also revealed and exacerbated systemic barriers that have always existed for Southeast Asian American communities. This paper explores those impacts in economic, education, health, and immigration enforcement and concludes with thoughts on the way forward.

The University of Arizona Hearing Clinic is responsible for receiving all Sertoma Arizona Hearing Aid Bank donations and fitting qualified individuals with one hearing aid at reduced cost. These donations come from a variety of community partners within the greater Tucson area. However, it is not known where the partners receive their donations from, how many donations are brought in per month, or whether the program receives enough donations per month to meet the needs of new applicants. This study aimed to create a clinical process to systematically track hearing aid donations, including donation sources and device characteristics, and determine device resources relative to the number of monthly program applications received. Data collection of all the hearing aid donations and new program applications was conducted between February 1st to March 31st, 2018. During this period, 121 hearing aids were donated and 23 Hearing Aid Bank applications were received, with 12 applicants being referred to the program for services. Only 4% of donated devices were immediately useable for program fittings. An additional 23% of donated devices would be useable if funding were available to recondition them. The other 73% of donated devices could previously have been exchanged for salvage credit through a repair lab. However, the present market for salvageable hearing aid parts is saturated. Therefore, the Hearing Aid Bank cannot rely on salvage credit alone to recondition hearing aids. Additionally, through interviews with the community partners, several program challenges and possible solutions were identified. Recommendations were made for finding new volunteers to help identify and reach out to new donation sources, changing current program practices from unilateral to bilateral fittings, and updating eligibility criteria to serve more individuals. Yet, the data collected here suggests that the current rate of donations and funding would need to be increased to sustain the prog

To assess community needs for public information during a bioterrorism-related crisis, the authors simulated the intentional aerosolized release of Rift Valley fever virus (RVFV) in a semirural community (population 300,000) in the southern part of the United States. The community was selected because its mosquito population could support transmission of RVFV. They videotaped a series of simulated print and television (local, network, and cable) "news reports" over a fictional 9-day crisis period. The 83-minute videotape told the story of the intentional disease outbreak. They invited four groups (medical first responders, medical first-responder spouses or partners, journalists, and others) within the selected community to view the videotape and answer questions about their reactions. These four groups knew that the outbreak was fictional. All responses were given anonymously. First responders and their spouses or partners varied in their reactions about how the crisis affected family harmony and job performance. Local journalists exhibited considerable personal fear and confusion. All groups demanded, and put more trust in, information from local sources. These findings may have implications for risk communication during bioterrorism-related outbreaks., Pub. in Emerging Infectious Diseases, v9 n6, p708-712, Jun 2003. Prepared in cooperation with Harwell Productions, Inc., Shreveport, LA, and Evets Management Services, Inc., Shreveport, LA.

Ten einde 'n kurrikulum relevant en doeltreffend te kan hou, is di t noodsaaklik om die kurrikulum gereeld te evalueer en dienooreenkomstig die bevindinge aan te pas, indien nodig. Spesiale skole in Suid-Afrika beskik oor 'n eiesoortige kernkurrikulum wat hoofsaaklik ontwikkel is vir leerders wat primer verstandelik matig gestrem is. Om verskeie redes, waarvan die belangrikste is, dat die meerderheid leerders wat hulle tans in spesiale skole bevind nie verstandelik matig gestremd is nie, word die werklike doeltreffendheid en relevansie van hierdie kurrikulum bevraagteken. Die doel van hierdie navorsing was derhalwe om die doeltreffendheid en relevansie van die kernkurrikulum wat vir die meerderheid spesiale skole in Suid-Afrika van toepassing is, te bepaal. 'n Sekondere doel van die ondersoek was om 'n kurrikulumevalueringsmodel te ontwikkel aan die hand waarvan kurrikulumevalueerders 'n kurrikulum vanuit 'n literatuurperspektief sou kon evalueer. Ten einde die ondersoek teoreties te fundeer, is 'n li teratuurondersoek onderneem na die grondslae en komponente van 'n kurrikulum. Op grond van die navorsingsresultate is die kurrikulumevalueringsmodel ontwikkel. Twee van die kurrikulumgrondslae wat by wyse van die navorsing blootgele is, is die leerder en die gemeenskap. By wyse van 'n li teratuur- en dokumentasie-ondersoek is bepaal wat die eise is wat spesialeskoolleerders en die gemeenskap aan die kernkurrikulum vir spesiale skole stel. Aan die hand van hierdie bevindinge is kurrikulumevalueringskriteria ontwikkel waarmee die kernkurrikulum vir spesiale skole toe geevalueer is. By die toepassing van hierdie kriteria is gevind dat die kernkurrikulum vir spesiale skole in vele opsigte nie behoorlik aan die eise van die leerders en die gemeenskap voldoen nie. Die gevolgtrekking kon derhalwe gemaak word dat die kernkurrikulum vir spesiale skole oor die algemeen nie doel treffend en relevant genoeg is nie. Aanbevelings is gemaak oor hoe die kernkurrikulum moontlik meer do, Sustaining curriculum relevance and effectiveness, necessitates regular curriculum evaluation and adjustment in concurrence with the evaluation results. Special schools in South Africa have at their disposal their own · peculiar curriculum which was developed mainly for learners who are primarily mildly mentally disabled. For various reasons, the most important of which is that the majority of learners currently in special schools are not mildly mentally disadvantaged, the relevancy and effectiveness of this curriculum are questioned. The primary aim of this research was therefore to determine if the core curriculum for special education, which is applicable to the majority of special schools in South Africa, is relevant and effective. A secondary aim of this investigation was to develop a model for curriculum evaluation by means of which curriculum evaluators would be able to evaluate a curriculum from a literature perspective. With a view to founding this research theoretically, literature research was conducted into the foundations and components of the curriculum. On the basis of the research findings, the model for curriculum evaluation was developed. Two of the curriculum foundations that were disclosed by means of the research, were the learner and the community. By means of an investigation of literature and other relevant documentation, the demands made on the curriculum by the learner and the community, were determined. On the basis of these findings, criteria were developed by means of which the core curriculum for special schools was then assessed. When the above criteria were applied, it was found that in many respects the core curriculum for special schools did not completely comply with the demands of the learners and the community. The conclusion could therefore be drawn that the core curriculum for special schools are in general not effective and relevant enough. Proposals were made on how the core curriculum could possibly be made more effective an

The purpose of the paper is to describe how program budgeting can encourage decisionmakers in the school district to focus on the objectives of the public schools and thereby provide an impetus for the clarification and rethinking of those objectives. There is no intent to promote a specific set of objectives. (Author), Sponsored by Department of Health, Education, and Welfare, Washington, D. C.