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2013-2014 academic year, Community Dialogue Day is committed to building relationships among PLU campus members and members of the greater Parkland area to assist in the facilitation of difficult conversations. NPCM has already connected with local peace and conflict practitioners to establish a system for on campus peer mediation training and for members to facilitate a range of difficult conversations. The longer-term vision for the Network is a fully operational Center. This event and others are

which is often held for a PLU student. Those kinds of relationships make a real difference. “Rob Wells, my adviser, really knows the people to talk to, so we can get the experience we need as students.” PLU students have a reputation, too. Employers know they’ll get good work from their interns, which in Carow’s case, gives her much-needed flexibility. “My boss knows I’m a student first,” Carow said. “So I can work my job around my classes.” That helps when you are as busy as Carow. “It is a really

frameworks that lend to the understanding of race, including and especially whiteness. 2. Place and belonging: the transformative power of learning particularly in a place of deep connection and community. 3. Narratives: the power of story to serve as a form of both enlightenment and non-violent resistance for social change. 4. Development: familial relationships and their influence on the arc of development from childhood to adulthood. If you have any questions about the book or if your department or

college experience. Residential students are supported academically and socially where they make their home on-campus so they can thrive holistically while at PLU. Furthermore, at PLU, every residential student (including first-year, new transfer, returning, and upper division) is part of a Learning Community. Learning communities are specifically designed to give students the opportunity to develop relationships with other students who are living on-campus. Students may participate in co-curricular

need to ask yourself more than “what”. The real question is why D3? Here’s what former PLU Men’s Golf student-athlete, Ryan Pearson, said about D3: “Division III has allowed me to develop in ways that go past just playing my sport. It has allowed me to focus on my academics that are needed to get into the field I want to enter post-graduation, allowed me to work in athletics between class and practice time, and allowed me to create meaningful relationships that will last longer than my time here

a real difference on critical environmental issues -Get experience with grassroots mobilization, fundraising and working with the media -Gain the skills and connections needed to launch a career in non-profit, political, or grassroots organizing -Earn money working for something you believe in. Our staff typically earn an average of $15-18/hour -Build long-lasting relationships with a team of people from across the country who share your interests on important issues   To apply online or learn

was the driving force behind the name change, citing the importance of continuing growth in the program’s relationships with industry partners. Additionally, U.S. Bureau of Labor Statistics indicate that the job outlook for market research analysts is growing fast, with a projected percent change in employment from 2016 to 2026 of 23 percent. “The change will (make us) better able to serve students by making the program more relevant to industry practices and more effective for them to market

of these wood-burning stoves, was invaluable to her – and not just because it improved her Spanish markedly. “I learned how important relationships between people and the environment are,” she said. “I learned how to use resources efficiently and I learned that by watching people – these people have used these technologies for hundreds of years.” That will come in handy when Paris graduates – she plans to return to her native Alaska to work with the indigenous communities on land-rights issues

English Literature major with a minor in Non-Profit Leadership; she also will receive academic credit for her internship. At The GreenHouse Center, Ames will perform a wide range of duties, including planning program activities for elementary-school and teenage camps, developing workshops, driving on field trips, mentoring teen camp participants and working as an “Adventure Guide” to build relationships with the elementary-school campers. “My hope is through firsthand experience working in a low

teaching and practicing business ethics. 12:15- Preparing students to understand and assimilate into a variety of corporate cultures, work norms and expectations for performance. 14:50- How the School of Business develops relationships with Puget Sound-area technology, finance and business employers. 18:10- Encouraging and preparing students to build their resumes and professional networks. 20:10- Preparing students to thrive in the digital transformation economy. 23:20- Evolving business curriculum to