Creating Learning Through Service Opportunities for Engineering Students: Lessons Learned from a Primarily Undergraduate Liberal Arts University

The challenge of creating impactful and long-lasting service opportunities for engineering students lies in how to best implement programs in the unique setting of each academic institution. This paper presents a critical reflection of two different models of learning through service opportunities for engineering students that have evolved over the past six years at Loyola Marymount University. In particular, we highlight the history and lessons learned from four different case studies involving both extra-curricular international service projects and course-based service-learning opportunities for engineering students. Overall lessons learned that emerged from our experience include: 1) Students should receive course credit for participating in engineering-oriented service projects; 2) Opportunities for student participation should be vertically integrated throughout the curriculum; 3) Develop and sustain long-lasting relationships with your community partners; 4) Obtain university support for long-term success; 5) Start to conduct assessment of your stakeholders; and 6) Utilize the resources at your institution in order to promote cooperation. We hope that our lessons learned can be used to help guide other primarily undergraduate institutions in implementing service-oriented engineering projects

To Walk the Earth in Safety 19th Edition (CY2019)

The United States is a strong and historic partner for affected states and a leader in donor assistance. Since 1993, the United States has provided more than $3.7 billion in CWD assistance to over 100 countries. These programs are implemented by commercial contractors, nongovernmental organizations (NGO), and international organizations. In 2019, the United States had active CWD programs in 58 countries, spanning Africa, the Middle East, South and Central Asia, Southeast Asia, Latin America, and Eastern Europe. This 19th edition of To Walk the Earth in Safety catalogs the U.S. government’s achievements in CWD in each country and highlights the important partnerships building the foundation of a more secure world, in which children have the freedom to explore

a comparison of OURS and Mariestopes in Uganda

학위논문 (석사) -- 서울대학교 대학원 : 국제대학원 국제학과(국제지역학전공), 2020. 8. 김태균.이 연구는 NGO의 라이프 사이클의 다양한 양식과 그것이 우간다에서 NGO의 지속 가능성에 어떤 영향을 미치는지 조사하기 위해 시작되었습니다. 이 연구는 비교되고 조사 설계를 채택했으며 OURS와 Mariestopes Uganda 라이프 사이클의 다양한 양식을 비교했습니다. 규모, 운영 및 지속 가능성의 차이에 대한 이유를 설정하고 개발 도상국의 NGO를위한 개발 프로그램 구현을위한 정책 권장 사항을 제안합니다. 이 연구는 조직이 수명주기를 통해 위기의시기에 직면하여 조직의 생존에 변화, 적응 또는 심각한 위협을 초래한다는 사실을 확인했습니다. 이 연구는 수명주기 단계와 단계에서 NGO가 운영을 지속하고 지속 가능하게하려면 모든 단계에서 이용 가능한 기회를 활용하면서 위협을 관리하는 것이 필수적이라는 사실을 확인했습니다. 또한 NGO는 계획과 수명주기의 어느 단계에서 언제 그리고 어느 단계에서 다각화를 시작할 것인지 또는 결정하기 위해 사용 가능한 자원에 따라 매우 신중하게 결정해야합니다.The study set out to examine the different modalities of the NGOs life cycle and how they affect the sustainability of NGOs in Uganda. This study was comparative and adopted a survey design and compared the different modalities of OURS and Mariestopes Uganda life cycles. It establishes the reasons for the differences in size, operations and sustainability and suggests policy recommendations for development Programme implementation for NGOs in developing Countries. The study established that through the lifecycles, organizations face periods of crises, which in turn lead to change, adaptation, or serious threats to the organizations survival. The study established that throughout the lifecycle stages and phases, it is imperative to manage the threats while taking advantage of the available opportunities at every stage if NGOs were to continue operation and become sustainable. Besides, NGOs need to determine very carefully depending on their plans, and available resources when and at which stage of their lifecycles to either specialize, or embark on diversification as these processes determined growth and continuity.CHAPTER ONE: INTRODUCTION 1 1.0 Introduction 1 1.1 Background to the study 1 1.1.1 Historical Background 1 1.1.2 Conceptual Background 3 1.1.3 Theoretical background 5 1.1.4 Contextual Background 7 1.2 Statement of the Problem 10 1.3 Purpose of the study 12 1.4. Objectives of the study 12 1.5. Research Question 12 1.6 Hypothesis 13 1.7 Justification of the study 13 1.8 Significance of the Study 14 CHAPTER TWO: LITERATURE REVIEW 15 2.0 Introduction 15 2.1 An introduction to the NGO life cycle 15 2.2.2 Stage 2: Survival/ Early Growth 22 2.2.3 Stage 3- Maturity 28 2.2.4 Stage 4- Renewal/Stagnation/Crisis 31 2.2.5 The 5th Stage- Decline/Close out/Closure 34 2.3 Implications for growth phases 37 CHAPTER THREE: METHODOLOGY 41 3.0 Introduction 41 3.1 Research Design 41 3.2 Study Population 42 3.2.1 Sample size and selection 42 3.2.2 Sampling techniques and procedure 44 3.3 Methods of Data Collection 44 3.3.1 Quantitative data collection methods: 45 3.3.2 Qualitative data collection methods 45 3.3.3 Document review 45 3.4 Data collection instruments 46 3.5 Validity and Reliability 47 3.6 Procedure of Data Collection 48 3.7 Data Analysis 50 3.7.1 Qualitative analysis 50 3.7.2 Quantitative Analysis 51 3.7.3 Measurement of variables 51 CHAPTER FOUR: PRESENTATION, ANALYSIS INTERPRETATION AND DISCUSSION OF RESULTS 52 4.0 Introduction 52 4.1 Response rate 52 4.2 Demographic Composition of the Sample 54 4.2.1 Age 54 4.2.2 Time Worked at the NGO (both OURS and Mariestopes) 56 4.2.3 Education Level 57 4.3 Presentation, Analysis and Interpretation of Findings of the Study 58 4.3.1 Stage one (start-up) of NGO Lifecycle 58 4.3.2 Stage two: The Early Growth/survival phase of NGO Lifecycle 68 4.3.4 Stage three: The Maturity phase of the NGO Lifecycle (7-30 years) 83 4.3.5 Stage Four: Crisis, Stagnation, and Decline (2-5 years) 95 4.3.6 Stage Five: Decline/Close out/Closure 106 CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 120 5.0 Introduction 120 5.1 Demographic Composition of the Sample 120 5.2 Summary of the findings of the Study 121 5.3 Conclusions 126 5.3.1 Stage one (start-up) 126 5.3.2 Stage two: The Early Growth/survival phase of NGO Lifecycle 128 5.3.3 Stage three: The Maturity phase of the NGO Lifecycle (7-30 years) 129 5.3.4 Stage Four: Crisis, Stagnation, and Decline (2-5 years) 131 5.3.5 Stage Five: Decline/Close out/Closure 133 5.4 Recommendations 134 5.5 Areas for further research 135 REFERENCES 136 APPENDIX IMaste

Moving Forward: Toward Decent Work for People with Disabilities: Examples of Good Practices in Vocational Training and Employment from Asia and the Pacific

[From Preface] In Asia and the Pacific, the year 2003 is a hallmark for promoting the rights of people with disabilities. It begins the second Asia and Pacific Decade of Disabled Persons, 2003 to 2012 and implementation of the Biwako Millennium Framework for Action toward an Inclusive, Barrier-Free and Rights-Based Society. Governments from across the region adopted the framework at a high-level meeting in October 2002. The framework, in turn, will guide regional and national disability policies and activities in several priority areas, including training and employment. While the Decade of Disabled Persons and the development of its implementing framework clearly are major achievements, they also point to the strong need to continue promoting the rights and fostering the inclusion of people with disabilities in all aspects of community life

Training and Employment of People with Disabilities: Australia 2003

[Excerpt] Training and Employment of People with Disabilities: Australia 2003 is descriptive in nature. When the ILO commissioned the researchers for the Country Study Series, each was asked to follow the comprehensive research protocol appended to this document. The resulting report therefore includes country background information, statistics about people with disabilities and their organizations, a description of relevant legislation and policies and their official implementing structures, as well as the education, training and employment options available to people with disabilities. While few countries have all such information readily available, researchers were asked to note the existence or lack of specific data points and to report data when it did exist. Since the lack of information about people with disabilities contributes to their invisibility and social exclusion, the information itself is important. The protocol called for limited analysis and did not specifically ask for the researchers recommendations, however, researchers were asked to report on existing plans and recommendations of significant national stakeholders

Skills development through Community-Based Rehabilitation (CBR): A good practice guide

Community-based rehabilitation (CBR) is a multi-sectoral approach tomeeting the health, education, vocational skills and livelihood needsof children, youth and adults with disabilities, primarily in developingcountries. Chapter 1 provides information about important concepts associated with CBR programmes and about contextual factors that need to be considered by CBR practitioners. Chapter 2, Skills and work basics, explores the various types of skills that need to be included in training programmes for disabled people and how these skills are effectively applied in the workplace.Chapter 3, CBR and skills development, outlines practical strategies for developing skills for employment and for operating a small business. It includes a number of case studies illustrating good practice.Chapter 4, CBR and livelihoods, gives tips on how to build relationships withemployers and employer organizations that can result in successful jobplacements, on-the job training, work trials or other forms of collaboration. Chapter 5, Building support in the community, provides guidance on how toimprove the effectiveness of CBR programmes by building partnerships with mainstream agencies, NGOS and service organizations. Supporting self-help groups of disabled people is also explored.Chapter 6 summarizes the guide’s key messages for CBR practitioners. Case studies illustrating good practice are included throughout

To Walk the Earth in Safety 21st Edition (CY2021)

The United States is committed to reducing these threats worldwide and is the leading financial supporter of CWD, providing more than $4.2 billion in assistance to more than 100 countries since 1993. This makes the United States the world’s single largest financial supporter of CWD. The Department of State, Department of Defense, and the U.S. Agency for International Development (USAID) work together with foreign governments, private companies, international organizations, and nongovernmental organizations (NGOs) to reduce excess SA/LW and conventional munitions stockpiles (including MANPADS), implement best practices for PSSM at conventional weapons storage sites, and carry out HMA programs. In 2021, PM/WRA managed$234 million* in CWD assistance programs globally. It also led the U.S. interagency MANPADS Task Force (MTF), which coordinates counter- MANPADS efforts by the Departments of State, Defense, Homeland Security, and other relevant stakeholders, and helps partner nations eliminate or better secure their MANPADS. In addition to these Department of State-led efforts, the Department of Defense Humanitarian Demining Training Center (HDTC) trains deminers, ammunition handlers, and stockpile managers from partner countries. The Department of Defense Humanitarian Demining Research and Development Program (HD R&D) improves CWD technologies, enhancing the efficiency and safety of humanitarian demining operations around the world. USAID also assists landmine and ERW survivors, providing medical and rehabilitative care through the Leahy War Victims Fund (LWVF)

GLADNET: Promise and Legacy

[Excerpt] The Global Applied Disability Research and Information Network on Employment and Training (GLADNET) was launched by the International Labour Organization (ILO) in 1995, in cooperation with over 50 social policy research centres, governmental and non- governmental organizations involved in disability-related employment programmes from over thirty countries around the world. Major organizations of persons with disabilities were also represented – the World Blind Union, the World Federation of the Deaf, Inclusion International (formerly the International League of Societies for Persons with Mental Handicap (ILSMH)) and Disabled Peoples International (DPI). GLADNET’s lifespan was little more than a generation (1995 – 2018). What’s of interest is that it survived beyond its first few years of existence. It could easily have died early on, given a significant change in nature of support from its initiating body. That it didn’t speaks to the aspirational nature and relevance of the vision prompting its formation. It’s in pursuit of that vision where GLADNET left its mark. This document focuses on its legacy, beginning with a brief review of context within which it was initiated