GU299 Grantham WK3 General Education Capstone: Cultural Challenges Paper

General Education Capstone – Week 3 AssignmentResearching Cultural ChallengesCase Study Scenario:You have been hired by XYZ University as a consultant. They want you to evaluate an organization to see if a service learning opportunity would benefit future students and the community. Your initial recommendation is due in week 5 and will be based on the research you collect in your first four assignments.WEEK 3 ASSIGNMENT: Last week you described community partnerships and volunteers within your organization. You also discussed the benefits of service learning for students and communities. Your task this week is to expand your research to cultural challenges, humanitarian considers, and roadblocks faced by the organization. XYZ University has required you to find at least three peer-reviewed articles in the EBSCO library to support your research this week. EBSCO tutorial. You will turn in a 2-3 pages paper following APA guidelines. Click here for the web version of the APA sample paper. Click here for a downloadable version of the APA sample paper. PAPER REQUIREMENTS:Complete the following steps.Step 1: Introduction – Provide a quick introduction to the organization you have chosen.Briefly describe the population that the organization seeks to serve.Describe briefly how the organization’s mission connects to what the organization does to help these populations.Briefly describe what the organization does to serve these populations.Provide at least one citation from a peer-reviewed article to support your claims in this section.Citation tutorialStep 2: Humanitarian Considerations – Describe the challenges the populations served by the organization face in our current society. Based on research and specific evidence, does the organization engages in “charity” work or “solidarity” work?What specifically could the organization do differently to engage more fully in “solidarity” work? Provide at least one citation from a peer-reviewed article to support your claims in this section.Step 3: Cultural Challenges – What challenges might students have in engaging with the unique and diverse populations served by the organization? Based on your research, how might students overcome these issues?How might the university support students in overcoming these challenges?Provide at least one citation from a peer-reviewed article to support your claims in this section.Step 4: Roadblocks – What potential liabilities could exist by having students of the XYZ University participate with service learning and the organization?Has the organization had any issues in the past that might reflect poorly on the University?What risks might the student face by participating in service learning with the organization?How are these liabilities and issues related to the diverse cultural populations served by the organization?Provide at least one citation from a peer-reviewed article to support your claims in this section.Step 5: Conclusion – What cultural conflicts are likely to occur if a student participates in service learning at this organization?How might cultural issues or disagreements between the student, the organization, and the diverse populations the organization serves be resolved?How can the University support these resolutions?What are the potential risks to the university?Provide at least one citation from a peer-reviewed article to support your claims in this section.Step 6: References – On a separate reference page, list all the references you have cited in your paper to support your claims.Please use links below as references
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Communities United Against Police Brutality 1
Running head: Police Accountability
Communities Against Police Brutality
Grantham University
GU299 General Capstone
Instructor Debbie Burgos
Police injustices and accountability
Communities United Against Police Brutality 2
Police injustices and police accountability have been a major social issue worldwide.
This social issue is important to readers are able to understand when the police are being unjust
or unfair when treating the citizens. People are able to understand that police have no power to
punish suspects because they are not yet found guilty (De Angelis, 2016). The readers learn
about when the police can use violence. Service learning causes positive impacts in police
injustices and accountability. The policemen can learn when to use force and to what extent that
forces should be used. They can understand the right of citizens and this makes them become
more accountable when dealing with the citizens.
An organization that has positively impacted on police injustices and accountability
Communities United against Police brutality is an organization that was formed to deal
and does away with police brutality on an ongoing basis which has become a rampant social
issue affecting the people worldwide. Communities United Against Police Brutality (CUAPB) is
one of the international organizations that are currently impacting positively on the social issue
of police injustices and police accountability (Farmer, Sun & Starks, 2015). The organization
was formed with a motive of protecting the citizens and the members of public from being
harassed illegally by the police and making sure that the citizens fully enjoyed their rights.
Communities United Against Police Brutality majorly focuses on fighting police injustices and
brutality that occur in various incidences in the day to day activities. The organization aims at
working towards the various ways of resolving ongoing cases within the community through
employing a variety of methods such as educating communities, demanding legislative action
and advocating for justice on behalf of the people and victims of police brutality and injustices.
The main goal of the organization is to create a climate of resistance to abuse of authority among
the citizens which is practiced by the police. The organization also focuses on empowering
Communities United Against Police Brutality 3
citizens and local people with a remedy that can bring police injustices and brutality to an end
and advocate for police accountability (Courdert, Butin & Metayer, 2015).
The organization is able to meet the needs of the community through educating the
community about different forms of police injustices. Through the organization, the members of
the community can recognize when they are being abused by the police and they are empowered
to resist the abuses, and this eventually helps in brings police injustices that are practiced on the
citizens to an end.
Police injustice is a social issue affecting the community today where the members of the
public are abused by the police. The police use extreme force and violence when handling the
citizens and measures has been put in place to end this issue. Communities United Against Police
Brutality has been able to address the issue of police injustices and have come up with different
measures that will impact positive change. The organization empowers citizens to resist violent
abuse by police through community education to try and bring this issue affecting the society to
an end. The students and community service learning are advantaged because they can
understand their rights, they are also to learn the measures which they should take in case they
are abused by the police and this makes them live peacefully and practice their rights without
being abused by anyone (Zack, 2015).
Communities United Against Police Brutality 4
References
Coudert, F., Butin, D., & Le Métayer, D. (2015). Body-worn cameras for police
accountability: Opportunities and risks. Computer law & security review.
De Angelis, J. (2016). What do citizens think about police accountability measures?
Lessons from community attitudinal surveys. Criminal Justice Policy Review.
Farmer, A. K., Sun, I. Y., & Starks, B. C. (2015). Willingness to record police-public
encounters: The impact of race and social and legal consciousness. Race and Justice.
Zack, N. (2015). White privilege and black rights: The injustice of US police racial
profiling and homicide. Rowman & Littlefield.
SERVICE LEARNING
1
Service Learning
GU 299 General Capstone
Debbie Burgos
April 3, 2018
Service Learning
SERVICE LEARNING
2
Service learning combines both learning goals and community in such a way that they
can facilitate not only the growth of students but also the common good. As such, it is a strategy
that undertakes the integration of essential community services with instructions and directions
that boost the learning experience, teaching on civic responsibilities, as well as strengthening
communities. Service learning has several benefits to students such as the improving the
students’ ability to apply what they have learned in the real world, enhancing the development of
their interpersonal skills, as well as their leadership and communication skills, thus increasing
their chances of being involved in community services after graduation. The primary challenge
of service learning to students is a time commitment. That is because it consumes a lot of their
precious time in developing a reliable relationship with the community partner. Our organization,
the International Service-learning (ISL), will partner will partner with the community by
initiating action research projects among the students (Knapp & Bradley, 2010).
The ISL has partnered with North Carolina Central University and Liberia Civil Service
Agency. These partners are very crucial because they offer students with an opportunity of
gaining vital experience in understanding the projects in the agencies of the government of
Liberia. Also, the university facilitates the provision of research as well as policy analysis for
these agencies. Moreover, the broad range of projects in various agencies offers students a
chance of gaining experience in government administration in Liberia, thus expanding their
knowledge and expertise. The organization stopped partnering with most nonprofit organizations
because a single ISL project provided by such organizations offered limited or no opportunities
to students. As such, the organization should partner with several foreign governments to
implement its strategies in colleges of other countries. For instance, it is already proliferating in
the American colleges (Elkins, 2015).
SERVICE LEARNING
3
The ISL organization uses volunteers in providing services to humans especially in fields
that have direct service applications. Such volunteers benefit from those activities because they
acquire the values of respectful and high-impact partnership with the community, which are
valuable to them in their different careers. There are several differences between service learning
and volunteering. For instance, the primary goal of service learning is learning, and it
purposefully integrates classroom lessons whereas volunteering is tangential and unintentional.
Moreover, service learning requires volunteers that are well skilled whereas volunteering
requires both skilled and unskilled. Further, whereas there is no specific time set for
volunteering, service learning requires between one semester to a full year. Furthermore,
whereas service learning acts as a perfect launching point for a specific career in that field due to
the acquisition of professional experience, volunteering only counts as professional experience.
The benefits of service learning for the students beyond the services performed at the
organization include the development of critical thinking as well as problem-solving skills, and
acquisition of knowledge in diverse cultures and communities. The community will benefit by
gaining insight on the vital issues (James, 2016). Moreover, the community will achieve
enhancement of its relationship with the university and achieve its goals through valuing of
human resources.
In summary, the ISL organization has partnered with North Carolina Central University
and Liberia Civil Service Agency which are very crucial in offering students with an opportunity
of gaining vital experience in understanding the projects in the agencies of the government of
Liberia as well as facilitating the provision of research as well as policy analysis for these
agencies. Moreover, they use volunteers in the provision of services to humans especially in
fields that have direct service applications. Although service learning and volunteering are quite
SERVICE LEARNING
similar in that both of them involve the provision of one`s time without gaining ay financial
compensation in return and that they can take place anywhere in the world, they have several
differences. Some of the differences include their main objectives whereby the primary goal of
service learning is learning, and it purposefully integrates classroom lessons whereas
volunteering is tangential and unintentional. Moreover, service learning requires volunteers that
are well skilled whereas volunteering requires both skilled and unskilled. The students acquire a
couple of benefits in engaging in service learning such as the improvement of the ability of the
students to apply what they have learned in the real world and enhancing the development of
their interpersonal skills. The community also benefits from the acquisition of knowledge is
essential matters. The common challenge of service learning to both students and community is
time commitment because the process consumes quite a handful amount of their precious time
(Grano, 2014).
4
REFERENCES
Elkins, S. (2015). ISL is helping to improve the quality of life around the world. The
Independent Collegian.
Grano, C. (2014). Who is motivated to volunteer? Latent profile analysis is linking volunteer
motivation to the frequency of volunteering. Psychological Test and Assessment
Modeling. Pp. 3–24.
James, S. (2016). International Service-Learning Partnerships between Higher Educational
Institutions and Governments. University Partnerships for International
Development. pp.59 – 76.
Knapp, T., Bradley, J. (2010). The Effectiveness of Service-Learning: It’s not always what you
Think. Journal of Experiential Education. Pp. 208–224.

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