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The American Foundation for Suicide Prevention (AFSP) strives to reduce suicide attempts and deaths through research, education, and advocacy. AFSP has been at the forefront of changing minds about suicide prevention and creating effective means of intervention. Stigma and myths surrounding mental illness and suicide still prevail and contribute to its incidence. People often hesitate to admit suicidal ideation and to seek help. Healthcare professionals are in a key position to identify people who are suicidal and connect them with appropriate services. In order to do this, they need to not only know about suicide but be willing to intervene. Advocacy is the act of creating political, economic, and social change. It is the professional responsibility of those working in healthcare to be active advocates for underserved populations where care is not optimal. This ability must be learned and practiced. Educational opportunities are needed to address the cognitive components of suicide as a health issue and advocacy as a professional responsibility. However, the affective and procedural domains must also be addressed in order to make the transition of this knowledge to practical use. There is substantial evidence that service learning is effective in addressing attitudes towards marginalized issues. It is also a powerful mechanism to improve self-efficacy in a skill. Establishing a partnership between UMass and AFSP to develop service learning coursework to meet the goals of educating students in health-related majors in aspects of suicide prevention and advocacy would benefit both parties. Goals would include program development and evaluation.

Rationale: Service learning and community engagement are a natural fit for many disciplines. Service learning projects provide students with an opportunity to apply course content to real world situations (Harder, 2010), developing projects that will benefit clients, agencies, and communities. Service learning is used across a variety of disciplines including social work (Hostetter, Sullenberger, & Wood, 2013) nursing (Murray, 2013) and business (Payne, Campbell, Bal, & Piercy, 2011). Working in a group within a service learning context provides a multitude of benefits including greater interest, motivation, and engagement; improved communication skills; real-life application of course content; and skills acquisition (Murray, 2013; Payne et al., 2011; Postlethwait, 2012). Panel Purpose: The purpose of this panel is to describe how four faculty members incorporated service learning into their social work courses. This panel is unique in that three of the four faculty began conducting service learning projects while at the same institution and are now integrating service learning into their respective university settings in a variety of ways. Goals: Five goals exist for this panel. By the end of the Panel participants will understand (1) how to implement student-led community-based research projects, (2) how to build partnerships with diverse stakeholders/agency settings, (3) benefits and challenges of student-led research within a community-based agency, (4) how to use projects to support agency change, and (5) future directions in service learning. Specifically, the panel will provide the audience with information on how to incorporate student-led community-based research projects into their courses. First, the discussion will focus on how to prepare for a community-based research project. The panelists will describe how to: (a) develop an assignment that is consistent with learning outcomes and meets the need of the partner agency, (b) create a project that is feasible to complete in one semester and results in a high quality project, (c) manage and plan for difficult group dynamics, and (d) incorporate measures of student learning and engagement into a service learning course. Second, the panelists will describe the art of building relationships and engaging diverse stakeholders/agencies in the community-based research project, highlighting key strategies. Next, the panelists will discuss the benefits, challenges, and lessons learned from implementing service learning into their courses. For example, one panelist will describe the challenges of partnering with a rural agency, while another panelist will highlight how agency politics influence students' abilities to conduct agency-based research. Lastly, the panelists will discuss how to use service learning to support community change and explore future directions for service learning. Participant Engagement will occur through questions designed to elicit discussion related to the five Panel goals. Participants will also be asked to share their experiences with the various topics covered during the panel.

This paper seeks to elaborate an alternative, empowering model of service learning for GCE that helps students relate to one another in more just ways. Our model emphasizes the student/global citizen as an autonomous, political subject, shifting concern from the 'affective-moral' to the 'social-political', drawing on ideas of justice propagated by John Rawls. Three principles we use to reframe GCE are (1) minimization of self-interest from moral choices, (2) respect for diversity of views, legitimate conflict of interests, and right to decide, and (3) recognition of others as autonomous. Such a model can frame South-North and South-South transfer as alternatives to North-South models, and can be useful for enhancing service learning dimensions of national-level citizenship. The paper begins with an analysis of service learning for GCE and some of the opportunities and challenges found in commonly used North-South transfer models. After that, it discusses Rawls's ideas of justice and fair terms of cooperation for cross-cultural communication, and maps three principles for an alternative model for GCE. Each principle has educational implications, though each also poses new pedagogical challenges. The paper concludes with reflections on the kind of global citizen constructed and the implications of our model for students, their view of the world, and actions for social justice.

Service-learning has been shown to be effective in preparing students to live and work in a diverse and rapidly changing society, especially when it is based on a democratic partnership between university students and community participants, resulting in mutuallybeneficial learning. Yet, in cases where the community is often regarded as less equal due to debilitating socio-economic circumstances, there is a real danger the engagement turns into more of a charity rendering experience, rather than promoting deep learning for all involved. This article reports on our attempts to create a service-learning experience that allowed students and community youth to learn with and from each other. Data were generated in four cycles of a participatory action research design, using visual, art and text-based strategies. The thematic analysis indicated that the process gave participants a better understanding of each other's lived realities; that it helped to level out unequal power relations; and that the reciprocal learning boosted development on personal and professional levels. The knowledge we share in this article will help others to know how to design and implement a valuable and mutually beneficial service learning experience not only in Creative Arts education; but in any discipline where students engage with community.

With the most recent educational reform through the implementation of the Common Core Standards, Praxeological Learning: Service- Learning in Teacher Education can provide a fresh look at educational transformation through the lens of service-learning in teacher preparation. As Butin (2003) referenced over a decade ago, service-learning rejects the banking model of education, where the transferences of information from kwledgeable teachers to passive students is conducted in 45-min increments. It subverts the tion of classroom as graveyard rows and rows of silent bodies for an active pedagogy committed to connecting theory and practice, schools and community, the cognitive and the ethical. The pedagogy of service-learning has significant implications for teacher education. Its transformative aspects have far reaching potential to address teacher candidate dispositions and provide deeper understanding of social justice. Kwledge of the pedagogy and how to implement it in candidates' future classrooms and in the community could modify education to a more powerful experience of democracy in action and enhance the civic mission of schools. The current and ongoing research found within this textbook is meant to continue supporting the tion of educational reform.

Between 2000 to 2010, forests were lost at an average of 5.2 million hectares per year across the globe (FAO 2010). Though the drivers of deforestation and forest degradation vary, agricultural expansion is responsible for an estimated 80% of this loss (Kissinger et al. 2012). As forests are lost so are all of the knock-on economic, environmental, and social benefits of ecosystem services provided by those forests (e.g. sequestrating carbon dioxide, regulating hydrological systems, maintaining soil quality, preventing erosion, and hosting biodiversity). In fact, it is estimated that land-use change (mostly deforestation and forest degradation in the tropics) accounts for approximately 20% of annual greenhouse gas (GHG) emissions when reforestation and afforestation are excluded (Houghton 2013), or about 11% of global emissions when they are included (Searchinger et al. 2013).1 This is a common occurrence especially in developing countries with high rates of population growth, where land is intertwined with livelihood and governments are forced to make tough choices between competing land uses. Within this context, payment for ecosystem services (PES) is a powerful tool for enhancing economic, environmental, and social returns from investments in integrated ecosystem management, including forest regeneration, agricultural landscapes, agroforestry, silvo-pastoral systems, etc. It provides financial incentives for ecosystem services that are not usually monetized and paid for in the traditional market. PES schemes internalize externalities by creating new marketplaces for ecosystem services. These schemes provide a new source of income for land management, restoration, conservation, and sustainable agricultural activities. However, implementing and sustaining PES schemes over time is not a simple task.

This paper seeks to elaborate an alternative, empowering model of service learning for GCE that helps students relate to one another in more just ways. Our model emphasizes the student/global citizen as an autonomous, political subject, shifting concern from the 'affective-moral' to the 'social-political', drawing on ideas of justice propagated by John Rawls. Three principles we use to reframe GCE are (1) minimization of self-interest from moral choices, (2) respect for diversity of views, legitimate conflict of interests, and right to decide, and (3) recognition of others as autonomous. Such a model can frame South-North and South-South transfer as alternatives to North-South models, and can be useful for enhancing service learning dimensions of national-level citizenship. The paper begins with an analysis of service learning for GCE and some of the opportunities and challenges found in commonly used North-South transfer models. After that, it discusses Rawls's ideas of justice and fair terms of cooperation for cross-cultural communication, and maps three principles for an alternative model for GCE. Each principle has educational implications, though each also poses new pedagogical challenges. The paper concludes with reflections on the kind of global citizen constructed and the implications of our model for students, their view of the world, and actions for social justice. ; Este artículo trata de elaborar un modelo alternativo y habilitador de aprendizaje-servicio para la educación para la ciudadanía global (EpCG) que ayude a los estudiantes a relacionarse entre sí de manera más justa. Nuestro modelo enfatiza al estudiante-ciudadano global como un sujeto político autónomo, cambiando la preocupación por lo "afectivo-moral" hacia lo "socio-político", aprovechando las ideas de justicia propagadas por John Rawls. Tres principios que utilizamos para reformar la EpCG son: 1) minimizar el interés propio en las decisiones morales; 2) respetar la diversidad de opiniones, el legítimo conflicto de intereses y el derecho a decidir; y 3) el reconocimiento de los demás como sujetos autónomos. Este modelo puede estructurar los intercambios Sur-Norte y Sur-Sur como alternativas a los modelos Norte-Sur y también puede ser útil para mejorar las dimensiones de aprendizaje-servicio de la ciudadanía a nivel nacional. El trabajo comienza con un análisis del aprendizaje de servicio para la EpCG y algunas de las oportunidades y desafíos encontrados en modelos de transferencia Norte-Sur que se usan comunmente. Después de eso, se discuten las ideas de Rawls sobre la justicia y los términos justos de la cooperación para la comunicación intercultural, y se trazan tres principios para un modelo alternativo para la EpCG. Cada principio tiene implicaciones educativas, aunque cada uno también plantea nuevos desafíos pedagógicos. El trabajo concluye con reflexiones sobre el tipo de ciudadano global que resulta y las implicaciones de nuestro modelo para los estudiantes, su visión del mundo y acciones para la justicia social.

Case studies are a useful means of capturing and sharing experiential knowledge by allowing researchers to explore the social, organisational and political contexts of a specific case. Although accounts of action learning are often reported using a case study approach, it is not common to see individual case studies being used as a learning practice within action learning sets. Drawing on a network action learning (NAL) project, this paper explores how the process of coaching, articulating, authoring, sharing and editing case studies provided a vehicle for learning and research within a NAL set. The intended contribution of this paper to the theory of action learning is to extend the range of learning practices to include the case study within the NAL set. It discusses how case studies act as boundary objects, which are artefacts that can be used to cross boundaries between groups in order to facilitate learning that might not otherwise occur.

Globalisation has moved nations to take steps to meet the demands of an increasingly competitive employment market. The Vietnamese Government has introduced a number of initiatives to equip its labour force with the necessary knowledge and skills, one of which is requiring teachers to change their teaching methods toward constructivist pedagogies. This study focuses on pre-service teachers' learning in Vietnam, where a 'large power distance' is widely practiced in education. This article reports on part of the action research study, showing the influences of 'large power distance' on pre-service teacher learning in Vietnam. The findings show that the 'large power distance' in Vietnamese culture generated both negative and positive influences during the teacher learning process. The findings contribute to the discussions about the role of teacher educators in promoting change for better education in Vietnam. Keywords: Constructivist pedagogies, power distance, pre-service teachers, teacher learning, Vietnamese teachers.Cite as: Nguyen, H.T.M. (2016). The influences of 'power distance' on pre-service teacher learning in Vietnam. Journal of Nusantara Studies, 1(2), 38-49. http://dx.doi.org/10.24200/jonus.vol1iss2pp38-49

This is a conference paper. ; Implemented by Catholic Relief Services (CRS) and financed by The Leona M. and Harry B. Helmsley Charitable Trust, the Kom-Yilma (happy, healthy child) project promotes improved hygiene practices throughout 108 "WASH-friendly" schools in the provinces of Bam and Sanmatenga in Burkina Faso. In order to effectively involve local stakeholders, including teachers, students and parents, CRS has incorporated innovative participatory practices into the Kom-Yilma project's Monitoring, Evaluation, Accountability and Learning (MEAL) system. The local communities and government stakeholders play a central role in assessing the school's progress towards project goals (through community self-assessments and joint monitoring visits), which not only increases local ownership of the project, but also contributes to sustainable behaviour change.

The present economic realities, the effects of globalization, the thirst for innovation and the public's demand for improved services have led many developing states to review their approaches to service delivery. Most public service managers and professionals spend most of their time dealing with the day-to-day pressures of delivering services, operating and reporting to senior managers, legislators and agencies. They have little or no time to think about innovation, which would ease the pressures and burdens of service delivery. The intention of this paper is to point out the fact that capacity building is the bedrock of new public management development. This paper proposes that innovation management could be used as a form of organizational learning capability in challenging the maze of diplomacy and negotiation with experienced multinational extractive industries for the benefit of developing states. This could be achieved through excellent public investments and nurturing capability, from which they execute effective innovation processes, leading to new service innovations and processes, and superior service performance results. To achieve this objective, extensive literature on innovation management and organizational learning was consulted and the need for future research. In trying to unpack the discussion in the paper, the New Public Management Theory (NPMT), which is a pro-private sectors human resources management is proposed, though other available theoretical positions are explored taking into consideration the lapses entrenched in NPMT.

This is an Accepted Manuscript of an article published by Taylor & Francis in Sport, Education and Society on 4th January 2016, available online: http://www.tandfonline.com/10.1080/13573322.2015.1127802. ; This study explores the role of school and university partnership teams in the professional development of physical education (PE) pre-service teachers (PSTs) during their one year Postgraduate Certificate in Education course in England. The paper focuses on the key influences and processes that impacted on PST subject knowledge development. An interpretive methodology informed by constructivist grounded theory [Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage.] was adopted. This research highlights that the process of knowledge development in physical education teacher education (PETE) is socially constructed and complex. Much of the PSTs' development was influenced by various communities of practice, particularly their school placements' PE departments, but also their university-based learning community. Of these, the legitimised practices within the PE departments were found to be especially important to PSTs' development. University-based learning was credited by PSTs with enhancing their holistic understanding of the learning process, developing those aspects of critical pedagogy that were under-developed in schools. This study identifies the capability of school/university partnerships to facilitate enhanced knowledge development in PETE. Taking into consideration the evolving nature of PETE within a political context that is progressively moving towards an entirely school-based model, an evidence-based debate over the manner and nature of the subject knowledge to be developed is needed.

Learning from agri-environment schemes in Australia is a book about the birds and the beef — more specifically it is about the billions of dollars that governments pay farmers around the world each year to protect and restore biodiversity. After more than two decades of these schemes in Australia, what have we learnt? Are we getting the most out of these investments, and how should we do things differently in the future? Involving contributions from ecologists, economists, social scientists, restoration practitioners and policymakers, this book provides short, engaging chapters that cover a wide spectrum of environmental, agricultural and social issues involved in agri-environment schemes.

Emergency alert systems serve as a critical link in the chain of crisis communication, and they are essential to minimize loss during emergencies. Acts of terrorism and violence, chemical spills, amber alerts, nuclear facility problems, weather-related emergencies, flu pandemics, and other emergencies all require those responsible such as government officials, building managers, and university administrators to be able to quickly and reliably distribute emergency information to the public. This paper presents our design of a deep-learning-based emergency warning system. The proposed system is considered suitable for application in existing infrastructure such as closed-circuit television and other monitoring devices. The experimental results show that in most cases, our system immediately detects emergencies such as car accidents and natural disasters. ; N/A

The INNOWEST project has used peer learning under "Twinning Advanced" to exchange common challenges and experiences from new and existing innovation services. This has resulted in this Design Option Paper (DOP) which presents options, guidelines and implementation alternatives that three EEN - Enterprise Europe Network partners in three regions would recommend to other innovation support service agencies. In particular, the DOP address EEN partners in Europe, primarily in Sweden, Germany and the UK (Scotland)The first part of the DOP contains a background on and description of the challenge addressed by the DOP. This part outlines the need for a governmental intervention, state the rational for addressing the challenge and give contextual information for the solution or approach presented.The second part is followed by a description, evaluation and analysis of related measures that have been studied and an overall guide to the applicability of the document including e.g. target audience, contextual requirements (experiences or current schemes that helps, commitments politically, legally and economically to make the effort feasible etc). ; Call: H2020-INNOSUP-2014-5 Type of Action: CSA-LS Acronym: INNOWEST Current Phase: Grant Management Number: 680934 Duration: 1 September 2015 - 30 April 8 2016 This project was supported by the European Commission ; INNOWEST