SERVICE LEARNING

Service Learning

Service Learning

Service Learning

Service learning is a teaching methodology that blends community service with intellectual curriculum, normally youth. As a teaching tactic falls into the viewpoint of experimental education, more particularly integrates community service with self-knowledge and education as a way to enhance the teaching good citizenship, educational experience, strengthen the good common communities, and encourage social involvement throughout life (Furco & Billig, 2002).

Types of Service Learning

Direct: Students are placed in community agencies where they are assigned specific tasks by on-site supervisors. Students learn from the experience of observing the work of the community agency and through their interaction with community members (clients) and community partners. Common examples include student-based instruction (students teach/tutor community members), and meeting material needs of community members (working at a soup kitchen, homeless shelter, or other service delivery site). Students might also provide direct service to community partners on a community project such as assisting with the administration of community survey or other project work.

Indirect: Students work with community partners to identify a community need or problem. Common examples include student research of a community problem which culminates in recommendations for agency consideration. Students also might help create and develop community assets when they develop curricula, manuals, websites, and brochures for their community partner.

Advocacy: Students work with a variety of community members to identify needed changes. They may help document community conditions, draft position papers to local governing authorities, or develop needed materials for public education.

Community based Research: Community based research can be termed as the partnership among faculty, community partners and students who together involve in research work with the objective of figuring out of an effecting social change or pressing community issue.

Reflective Writing

Reflective Writing is an activity in which the author depicts an imaginary or real event, scene, interaction, memory, augmenting a private reflection on the understanding or the incident or item, feeling, thought, situation or emotion in her or his life. Numerous reflective writers keep in mind directional queries (Swartzendruber, 2000). The attention while reflective writing is not just explanatory. The outlook on the reflective writing differs so much; according to the traditional definition, it is a specific activity of writing, through which the learner makes an explicit return in work. During the writing process that idea is crystallized that the intellect molded, delves into the consequences of one's posture, you learn about the object about which information is constructed and acquired commitment to others, especially with more immediate readers (Mannion, 2001).

Introduction of Bill

A bill is an advised law within concern by a legislative body. A bill does not convert into a law till it is accepted by the legislative body and, in majority of the cases, accepted by the executive. A bill once has been acted out into law; it is called a statute or an act. HR 941 bill was introduced by Mike Ross. This law was aimed to provide coverage of certified respiratory therapists, executed under the general supervision of a doctor, beyond a hospital-based setting for individuals covered ...