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	<title>Clinton School of Public Service &#124; University of Arkansas Public Service School</title>
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	<link>http://clintonschool.uasys.edu</link>
	<description>– global leadership program – international internship programs</description>
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		<title>Students to Lead Workshop to Introduce Children to Food Crafts</title>
		<link>http://clintonschool.uasys.edu/2013/05/students-to-lead-workshop-to-introduce-children-to-food-crafts/</link>
		<comments>http://clintonschool.uasys.edu/2013/05/students-to-lead-workshop-to-introduce-children-to-food-crafts/#comments</comments>
		<pubDate>Wed, 15 May 2013 18:37:00 +0000</pubDate>
		<dc:creator>Ben</dc:creator>
				<category><![CDATA[Field Service]]></category>
		<category><![CDATA[Students]]></category>

		<guid isPermaLink="false">http://clintonschool.uasys.edu/?p=7168</guid>
		<description><![CDATA[Recent Clinton School graduates Britney Sink and Dylan Perry are leading a workshop to expose Central Arkansas children to food activities as part of a public service commitment they made at the Clinton Global Initiative University conference. Sink and Perry put together the press release below about the May 25 event, which will be at the new Central Arkansas Library System Children&#8217;s Library and Learning Center. May 25 Workshop to Introduce Kids to Food Crafts Little Rock, Ark. (May 15, 2013) – Home Grown is a hands-on workshop exposing children to fun food activities that can be done at home to promote healthy, sustainable lifestyles. The event will be held Saturday, May 25 from 1:00 p.m. to 4:00 p.m. at the Central Arkansas Library System (CALS) Children’s Library and Learning Center, 4800 W. 10th Street in Little Rock. University of Arkansas Clinton School of Public Service students Britney Sink and Dylan Perry are working with farmers, cooks and enthusiasts to develop an engaging atmosphere to learn about many activities that can be done at home. All are welcome to attend at any time throughout the event. Home Grown hopes to promote healthy individuals, families and communities by introducing young people to concepts of homesteading, “do it yourself-ism,” and food choices in a fun and engaging way.  Workshops at the event are intended to spark the imaginations of children and adults alike with opportunities to get their hands dirty alongside artisans and craftspeople. Topics will include cheese-making, cooking, ice cream making, growing plants from a seed, juicing and much more. Home Grown is a Clinton Global Initiative University commitment and a project of the University of Arkansas Clinton School of Public Service. Demonstrations will be conducted by representatives of Arkansas Children’s Hospital, Arkansas Local Food Network, CALS Children’s Library and Learning Center, City of North Little Rock Fit 2 Live Initiative, Green AR by the Day, Kent Walker Artisan Cheese, Little Rock Urban Farming, Loblolly Creamery, SPORK and Willow Springs Market Garden.]]></description>
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		<title>Student Creates Writing Workshop for Youth Diversity Training</title>
		<link>http://clintonschool.uasys.edu/2013/05/student-creates-writing-workshop-for-youth-diversity-training/</link>
		<comments>http://clintonschool.uasys.edu/2013/05/student-creates-writing-workshop-for-youth-diversity-training/#comments</comments>
		<pubDate>Mon, 13 May 2013 20:27:39 +0000</pubDate>
		<dc:creator>Ben</dc:creator>
				<category><![CDATA[Field Service]]></category>
		<category><![CDATA[News]]></category>
		<category><![CDATA[Students]]></category>

		<guid isPermaLink="false">http://clintonschool.uasys.edu/?p=7162</guid>
		<description><![CDATA[Clinton School student Kelly Ford (’13) partnered with Just Communities of Arkansas (JCA) to create a writing workshop for middle school youth that the local nonprofit will include in its diversity training for young people. The project, titled “In Our Own Voices” uses personal writing exercises as a way to honor a student for who they are. Through the writing and sharing of the students’ words, the workshop encourages youth to respect their heritage and the heritage of others. “We are excited to facilitate the workshop for the first time this summer at the Central Arkansas Library System’s new Children’s Library,” said Ruth Shepherd, executive director of JCA. “So much of the work we do is fostering conversation and ensuring that all voices are heard. We believe that this workshop is another powerful tool for helping young people have that conversation and for enhancing their self-esteem and acceptance of others.” Ford researched similar programs across the country and interviewed numerous writing professionals, educators and social justice advocates before developing the 10-module curriculum. Each module includes sample work and a facilitator’s guide. The modules can be used together or individually. The workshop was piloted with approximately 100 students at eStem Public Charter School this spring. Ford has identified other potential community partners that might host JCA and the new curriculum, and JCA plans to share “In Our Own Voices” with its national affiliate organizations for their use as well. Ford completed the project as part of her Capstone project, one of the three field service projects completed during the Clinton School Master of Public Service degree program. Her other field work during her time at the Clinton School includes projects with Accademia dell’Arte in Arezzo, Italy and Immerse Arkansas in Little Rock. She will graduate in May and is employed as director of development for Arkansas Arts Center. About Just Communities of Arkansas: JCA works to embrace diversity in the community and establish a place where every person is valued, every voice is heard, and everyone has a fair chance to succeed. Built on the conviction that honest, forthright conversation is the cornerstone of a just and democratic society, JCA views open dialogue as a crucial step toward breaking down the barriers that separate individuals, communities and nations. It is a member of the National Federation of Just Communities. More information about JCA is available at www.arkansasjustcommunities.org]]></description>
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		<title>Chicago Mayor Gives Commencement Address to 34 Clinton School graduates</title>
		<link>http://clintonschool.uasys.edu/2013/05/chicago-mayor-gives-commencement-address-to-34-clinton-school-graduates/</link>
		<comments>http://clintonschool.uasys.edu/2013/05/chicago-mayor-gives-commencement-address-to-34-clinton-school-graduates/#comments</comments>
		<pubDate>Sat, 11 May 2013 20:11:59 +0000</pubDate>
		<dc:creator>Ben</dc:creator>
				<category><![CDATA[Faculty]]></category>
		<category><![CDATA[Field Service]]></category>
		<category><![CDATA[News]]></category>
		<category><![CDATA[Students]]></category>

		<guid isPermaLink="false">http://clintonschool.uasys.edu/?p=7155</guid>
		<description><![CDATA[LITTLE ROCK &#8211; Chicago Mayor Rahm Emanuel delivered the commencement address today to the graduating class from the University of Arkansas Clinton School of Public Service, telling the graduates to “make change your ally not enemy.” Citing the legacy of President Bill Clinton, who built a covenant that “avoided the battles of the left and right by building a bridge beyond them,” Emanuel told the graduates to embrace Clinton’s best quality of learning more from their setbacks rather than successes in life. Today, the Clinton legacy “becomes a part of your own,” Emanuel said. The 34 graduates are the seventh class to graduate from the unique Master of Public Service degree program. The graduates represent 14 states and four countries, including the Democratic Republic of Congo, Nigeria, Portugal and Thailand. The students came to the school with a variety of public service backgrounds including those who have served in AmeriCorps, Peace Corps, City Year and Teach for America. Members of the class have led voter registration drives, volunteered with the Red Cross in the aftermath of Hurricane Katrina and promoted sustainable business practices, among other service activities. During the past two years in the program, the graduates have completed a 36-hour curriculum, including three field service projects: the team-based Practicum, the International Public Service Project and the Capstone. Beginning in the fall of 2011, the students completed year-long team projects with 10 Arkansas-based government and non-government organizations such as, Arkansas Advocates for Children and Families, Governor Mike Beebe’s No Kid Hungry Campaign, the Arkansas Women’s Foundation and the UAMS Center for Rural Health. During the summer of 2012, the students completed projects in 21 countries on five continents. They partnered with government and nongovernment organizations to complete projects related to social justice, human rights, education, economic development and health improvement, among other causes. They will partner with organizations such as the Desmond Tutu Peace Center, Heifer International, Room to Read, Vital Voices Global Partnership and the World Bank. To finish the program, the students have worked on a final Capstone Project, which requires them to partner with an organization and dedicate 250 hours to a project of their choosing. This year, students completed Capstones with organizations such as the Walmart Foundation, the Mongolian Government General Authority for State Registration, Hope North Uganda and HIPPY Canada, among others. The graduates also benefited from participating in the Clinton School Speaker Series, which hosted more than 130 lectures during their two years in the program. Speakers who visited during the past two years include former Secretary of State Hillary Clinton, Attorney General Eric Holder, Senator John McCain, former White House Chief of Staff Thomas F. McLarty, Secretary of Homeland Security Janet Napolitano, Representative Nancy Pelosi, former U.S. Supreme Court Justice John Paul Stevens and former EPA administrator Christine Todd Whitman. The Class of 2013:  Jordan Aibel &#8211; (Miami, Fla.) – A graduate of Washington University in St. Louis with a degree in political science, Aibel helped lead a strategic planning effort for the Shearwater Education Foundation, a leading charter school and education foundation, prior to entering the Clinton School. For his international project, Aibel traveled to Brussels, Belgium, to help develop revenue models for the services offered by Multimano and The World As Home, two organizations working on communication and immigration around the European Union. For his Capstone, Aibel worked with Ashoka, a network of social entrepreneurs, to strengthen the use of AshokaHub, on online platform on which the Ashoka network connects and collaborates. Nuno Almeida (Lisbon, Portugal) – Almeida earned his bachelor’s and master’s degrees in international relations at Lusiada University of Lisbon and completed a master’s in European studies at the College of Europe in Bruges, Belgium, before joining the Clinton School. For his international project, Almeida traveled to Mexico City and partnered with ACORN to work with two traditionally marginalized communities to collect data related to the effect of U.S.-based remittances on the livelihoods of children and families. For his Capstone, Almeida worked with the National Resource Center for Family Centered Practice in Iowa to investigate the causes for a disproportionate presence of racial minority children in child welfare and juvenile justice systems. Todun Apara-Afolabi (Osun State, Nigeria) – Afolabi studied at Obafemi Awolowo University and completed her law degree at the Nigerian Law School. She worked for a Nigerian law firm on personnel law before entering the Clinton School. For her international project, she completed a study for the Legal Resources Foundation Trust, an NGO based in Nairobi, Kenya, that works to promote access to justice through human rights education, research and policy advocacy. For her Capstone, Afolabi worked with the Arkansas Department of Health and Human Services, Division of Community Service and Nonprofit Support to assess the need for community service in the state of Arkansas and develop a strategic plan. Stephen Bailey (Charlotte, N.C.) – Bailey is a graduate of Washington University in St. Louis with a degree in German. Before joining the Clinton School, he worked with the Gephardt Institute for Public Service on a voter registration drive, among other activities. For his international project, Bailey worked with the Canadian Urban Institute in Addis Ababa, Ethiopia, create a number of video productions, including a documentary, about the implementation of a project aimed to bring economic development to villages surrounding the city. For his Capstone, he partnered with Heifer International to develop a marketing campaign designed to scale-up global impact and diversify revenue streams by using creative approaches to connect Heifer supporters with its projects and beneficiaries. Russell Carey (Jacksonville, Ark.) – A graduate of the University of Central Arkansas with a degree in business administration, Carey worked as a corporate buyer for Dillards, Inc., in Little Rock and served as a volunteer with Arkansas Children’s Hospital before entering the Clinton School. He completed his international project in Cape Town, South Africa, where he worked with the Desmond Tutu Peace Center to develop a comprehensive web and social media plan. For his Capstone, Carey worked with the [...]]]></description>
		<wfw:commentRss>http://clintonschool.uasys.edu/2013/05/chicago-mayor-gives-commencement-address-to-34-clinton-school-graduates/feed/</wfw:commentRss>
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		<title>PHOTO: Students Tour Arcade Building</title>
		<link>http://clintonschool.uasys.edu/2013/05/photo-students-tour-arcade-building/</link>
		<comments>http://clintonschool.uasys.edu/2013/05/photo-students-tour-arcade-building/#comments</comments>
		<pubDate>Thu, 09 May 2013 20:19:34 +0000</pubDate>
		<dc:creator>Ben</dc:creator>
				<category><![CDATA[Uncategorized]]></category>

		<guid isPermaLink="false">http://clintonschool.uasys.edu/?p=7150</guid>
		<description><![CDATA[Clinton School students who are graduating Saturday were the first to receive a preview hard-hat tour of the school&#8217;s new top floor space in the Arcade Building under construction next to the River Market campus. The new facility will house a start-of-the-art distance learning classroom and a large multi-purpose room. The building will also have a 300 seat theater which the Clinton School can use for public programs. Joining the students on the tour were Registrar Jeanne Busbea, who will manage the Clinton School Arcade Building Space; Nikolai DiPippa, director of public programs, Associate Dean Susan Hoffpauir and Dean Skip Rutherford.]]></description>
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		<title>Clinton School Student Leads Team to Win MIT Clean Energy Prize</title>
		<link>http://clintonschool.uasys.edu/2013/05/clinton-school-student-leads-team-to-win-mit-clean-energy-prize/</link>
		<comments>http://clintonschool.uasys.edu/2013/05/clinton-school-student-leads-team-to-win-mit-clean-energy-prize/#comments</comments>
		<pubDate>Tue, 07 May 2013 19:08:54 +0000</pubDate>
		<dc:creator>Ben</dc:creator>
				<category><![CDATA[News]]></category>
		<category><![CDATA[Students]]></category>

		<guid isPermaLink="false">http://clintonschool.uasys.edu/?p=7145</guid>
		<description><![CDATA[&#160; The Boston Globe reports today that a team of University of Arkansas graduate students, including Clinton School student Trish Flanagan, has won the MIT Clean Energy Prize for creating a technology to improve the efficiency of solar panels. Flanagan, a concurrent student at the Clinton School and the Sam M. Walton College of Business, is president of Picasolar, the team that took home a $150,000 prize and an additional $100,000 from the Department of Energy. Here&#8217;s more from the Globe: Picasolar, a start-up from the University of Arkansas, on Monday won the MIT Clean Energy Prize for developing a technology that could improve the efficiency of solar panels and make them cheaper to produce, said the Boston utility NStar, one of the annual competition’s sponsors. Roughly 56 teams from 38 schools entered the national competition, which was founded in 2008 by the Massachusetts Institute of Technology, the Department of Energy, and NStar to promote the development of alternative energy and energy efficiency technologies. The Picasolar team beat more than a dozen other semifinalists for the top prize of $150,000. Picasolar won an additional $100,000 from the Department of Energy. Trish Flanagan, president of Picasolar and a University of Arkansas graduate student, said the company’s technology fixes electron-absorbing flaws in the surfaces of silicon solar cells, helping to make the solar panel components about 15 percent more efficient, while also decreasing their cost. The technology was invented by Picasolar’s chief technology officer, Seth Shumate, also an Arkansas graduate student. “This has been a really fun competition for us, and we’ve made some extraordinary contacts,” Flanagan said.]]></description>
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		<title>Poll Findings Challenge Ideas of Economic Impact on Political Attitudes, Behavior</title>
		<link>http://clintonschool.uasys.edu/2013/05/poll-findings-challenge-ideas-of-economic-impact-on-political-attitudes-behavior/</link>
		<comments>http://clintonschool.uasys.edu/2013/05/poll-findings-challenge-ideas-of-economic-impact-on-political-attitudes-behavior/#comments</comments>
		<pubDate>Wed, 01 May 2013 13:04:54 +0000</pubDate>
		<dc:creator>Ben</dc:creator>
				<category><![CDATA[News]]></category>

		<guid isPermaLink="false">http://clintonschool.uasys.edu/?p=7136</guid>
		<description><![CDATA[Recent news reports suggest that the economic recession may have hurt some groups more than others, particularly African Americans and Latinos. The findings from a poll conducted by two University of Arkansas System entities indicate that while unemployment rates are substantial among African Americans and Latinos, these groups still have surprisingly optimistic views of their economic future. On the heels of the 2012 presidential election, the Diane D. Blair Center of Southern Politics and Society in the J. William Fulbright College of Arts and Sciences at the University of Arkansas and the University of Arkansas Clinton School of Public Service partnered to conduct a comprehensive online national poll of political attitudes and behaviors. Todd Shields, director of the Blair Center, addressed questions of economic and political attitudes across race and region in the latest analysis of results from the Blair Center-Clinton School Poll. His report, “Economy Across Race and Region: Unemployment fails to dampen positive outlook among African Americans and Latinos” was released today and may be found at the poll’s website. The poll’s data shows that while African Americans in the South have been hit hardest by economic factors since the recession, they are by far the most positive group when compared to southern whites, non-southern whites and non-southern African Americans. Conversely, whites in the South, who have been hurt least by the economic downturn, are the least optimistic of the four groups. “These findings challenge long-held assumptions about the impact of the economy on political attitudes and behaviors and may require scholars and political strategists to reconsider previous approaches during future elections,” said Shields. “The findings also suggest that regional differences between and across racial groups continue to be an important reality of contemporary American politics. Despite claims that the South is no longer distinct, there remain substantial differences in the effects and perceptions of the negative economy.” The 2012 Blair Center-Clinton School Poll oversampled participants from the southern region of the United States, as well as oversampling African Americans and Latinos, providing unique perspectives on contemporary politics. With more than 3,600 respondents from across the nation, the poll provides a comprehensive and uniquely accurate perspective on how the country evaluates public figures and current public policies – and how these evaluations vary across race and geographic region. This is the second national poll conducted by the Blair Center. Following the 2010 midterm elections, the Blair Center also conducted a national survey with oversamples of African Americans and Latinos, giving researchers the ability to compare attitudes across time. “In 2010, southern whites reported 10 percent unemployment, compared to 9 percent in 2012,” said Shields. “It isn’t a big difference, but it’s moving in a positive direction. Further, in 2010, only 18 percent of southern whites reported that they were ‘worse off’ a year earlier, while in 2012, 30 percent reported being ‘better off’ now than they were in the previous year. Overall, unemployment improved slightly and more southern whites reported that they are doing better financially now compared to the previous year. Regardless, the percentage of southern whites who believe their financial situation will get worse over the next year rose from 27 percent in 2010 to 31 percent in 2012.” Unemployment percentages are based on respondents who reported that they were “temporarily laid off” and those who were “looking for work.” They do not include those who reported not working due to “disability,” “retirement” or “other” reasons. “The story is the opposite for southern African Americans,” said Shields. “Their unemployment rate went from 15 percent in 2010 to 18 percent in 2012. Additionally, the percentage of southern African Americans who said they were ‘better off’ financially last year increased from 19 percent in 2010 to 29 percent in 2012. Despite increases in unemployment and decreases in personal finances, southern African Americans expressed considerable optimism about their future financial situation. “In 2010, 43 percent of southern African Americans reported that they believed they would be ‘better off’ next year. In 2012, 52 percent reported that they would be ‘better off’ next year. By 2012, not only did southern African Americans report the greatest increase in economic expectations since 2010, they were the most positive of all the groups, even when compared to African Americans living outside of the South.” The full report contains comparisons among southern whites, non-southern whites, southern African-Americans, non-southern African Americans, southern Latinos and non-southern Latinos. “While African Americans, overall, are optimistic about their future economic situations, even in the face of negative unemployment and retrospective evaluations, it is southern African Americans who are uniquely optimistic about their economic conditions in the coming year,” said Shields, who also serves as dean of the University of Arkansas Graduate School and International Education. Additional reports from the Blair Center-Clinton School Poll will be released throughout the year. Future topics include immigration and opinions of African American voters and South vs. non-South attitudes. For more information about the Blair Center-Clinton School partnership, please visit poll website. About the Partners: The Diane D. Blair Center of Southern Politics and Society was established in 2001 by an act of U.S. Congress. This research center was named in honor of Diane Divers Blair who taught in the political science department of the University of Arkansas for 30 years. The Blair Center reflects her academic model and strives to approach the study of the American South from a variety of angles, attempting to reveal the undercurrents of politics, history and culture that have shaped the region. The nation’s seventh presidential school, the University of Arkansas Clinton School of Public Service is the first school in the nation to offer a Master of Public Service (M.P.S.) degree, giving students the knowledge and experience to further their careers in the areas of nonprofit, governmental, volunteer or private sector service. Additionally, the mission of the Clinton School’s Center on Community Philanthropy, directed by Charlotte Williams, is to promote issues and research into community-based philanthropy and its role in generating social, economic and political change.]]></description>
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		<title>Students Participate in President Clinton&#8217;s Georgetown Lecture</title>
		<link>http://clintonschool.uasys.edu/2013/04/students-participate-in-president-clintons-georgetown-lecture/</link>
		<comments>http://clintonschool.uasys.edu/2013/04/students-participate-in-president-clintons-georgetown-lecture/#comments</comments>
		<pubDate>Tue, 30 Apr 2013 19:48:21 +0000</pubDate>
		<dc:creator>Ben</dc:creator>
				<category><![CDATA[Students]]></category>

		<guid isPermaLink="false">http://clintonschool.uasys.edu/?p=7133</guid>
		<description><![CDATA[Clinton School students today participated in a live webcast of the first in a series of lectures delivered by President Clinton at Georgetown University. The former president is lecturing at the university about the people and events that shaped his life and career in public service. Clinton School students watched the lecture via webcast and submitted questions online during the Q&#38;A. Here&#8217;s more details from Georgetown: APRIL 30, 2013 – Former President Bill Clinton (F’68) today gave the first in a series of lectures AT GEORGETOWN that explore the people, events, lessons and guiding principles that have shaped his career in public service. The lectures examine the framework for a lifetime spent championing an idea espoused by his Georgetown professor Carroll Quigley: that America is the greatest nation in history because our people have always believed in two things – that tomorrow can be better than today and that every one of us has a personal, moral responsibility to make it so. This four-lecture series will take place over a number of years. The lectures will be webcast live. This is the second time Clinton has given a series of talks at Georgetown. In 1991, as the governor of Arkansas and Democratic candidate for president, he presented three “New Covenant” speeches to students on Responsibility and Rebuilding the American Community, Economic Change and American Security. These speeches, like the new lecture series, took place in Georgetown’s historic Gaston Hall.]]></description>
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		<title>Clinton School Student Researches Effects of Immigration Enforcement Programs in Arkansas</title>
		<link>http://clintonschool.uasys.edu/2013/04/clinton-school-student-researches-effects-of-immigration-enforcement-programs-in-arkansas/</link>
		<comments>http://clintonschool.uasys.edu/2013/04/clinton-school-student-researches-effects-of-immigration-enforcement-programs-in-arkansas/#comments</comments>
		<pubDate>Tue, 30 Apr 2013 19:09:58 +0000</pubDate>
		<dc:creator>Ben</dc:creator>
				<category><![CDATA[Field Service]]></category>
		<category><![CDATA[News]]></category>
		<category><![CDATA[Students]]></category>

		<guid isPermaLink="false">http://clintonschool.uasys.edu/?p=7129</guid>
		<description><![CDATA[Clinton School student Jillian Underwood (’13) partnered with the ACLU of Arkansas to develop a report on the status of immigrants in Arkansas in light of current immigration programs, policies, and police practices. Underwood’s report concluded that law enforcement agencies across the nation are spending limited resources addressing minor, non-violent crimes committed by those perceived as immigrants resulting in an increased fear of law enforcement within immigrant communities. Because of this, members of immigrant communities are less likely to report crime, or seek help for domestic violence issues, she concluded. Underwood reviewed secondary data of up-to-date reports about immigration enforcement programs and policies, conducted interviews with community advocates, activists and attorneys who work with immigrants and related issues across Arkansas, and analyzed quantitative data of traffic stops and other police records. The primary purpose of the report is to raise awareness of the differential treatment immigrants receive in some law enforcement jurisdictions in Arkansas, the impact of anti-immigrant programs and the rights of immigrants. During the past decade various immigration policies and programs were implemented and concerns were raised that certain programs, especially those delegated to state government and local law enforcement agencies, have resulted in discrimination against immigrant communities, according to Underwood’s research. Underwood completed the project as part of the Clinton School Capstone program, the last of three public service projects in the Master of Public Service degree program. “This project not only provided me with the tools and skills to enhance my research, policy analysis and advocacy skills but also the opportunity to contribute to such a timely issue in the United States,” Underwood said. “Working with the ACLU of Arkansas was truly the best place for me to complete my studies with the Clinton School.” About ACLU of Arkansas The American Civil Liberties Union of Arkansas (ACLU of Arkansas) is a private, non-profit, non-partisan, membership organization formed in 1969 that, like its national affiliate, is dedicated to promoting, defending, and expanding the civil liberties of all people. Although they fulfill their mission through multiple avenues such as education and advocacy, the ACLU of Arkansas also focuses on affecting law and public policy. Research of issues is critical to this endeavor. More information about ACLU of Arkansas is available at http://www.acluarkansas.org/]]></description>
		<wfw:commentRss>http://clintonschool.uasys.edu/2013/04/clinton-school-student-researches-effects-of-immigration-enforcement-programs-in-arkansas/feed/</wfw:commentRss>
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		<title>Clinton School Student Develops a Nonprofit Board of Directors Course</title>
		<link>http://clintonschool.uasys.edu/2013/04/clinton-school-student-develops-a-nonprofit-board-of-directors-course/</link>
		<comments>http://clintonschool.uasys.edu/2013/04/clinton-school-student-develops-a-nonprofit-board-of-directors-course/#comments</comments>
		<pubDate>Mon, 29 Apr 2013 16:09:51 +0000</pubDate>
		<dc:creator>Ben</dc:creator>
				<category><![CDATA[Field Service]]></category>
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		<category><![CDATA[Students]]></category>

		<guid isPermaLink="false">http://clintonschool.uasys.edu/?p=7124</guid>
		<description><![CDATA[Clinton School student Katie Milligan (’13) partnered with the Junior League of Little Rock to develop a curriculum and guide for a course to create active, effective and knowledgeable nonprofit board members. Milligan researched several other similar national programs and spoke with nonprofit organizations and possible participants to identify the themes and course subjects that would be the most valuable to educate interested individuals on nonprofit boards of directors. These themes were used to inform the development of course materials and appropriateness for the Little Rock area. The Junior League of Little Rock plans to implement this course based on the recommendations and curriculum guide developed by Milligan. The vision of the program is to enhance, diversify and educate the pool of qualified applicants for nonprofit boards of directors in Central Arkansas. The program will be open to any interested community members. “Surveying nonprofits both formally and casually it is apparent that there is a need for greater diversity of age, gender and experience on nonprofit Boards,” said Maggie Young, president of the Junior League. “We hope to offer a unique training opportunity for all interested citizens to better prepare themselves to serve in community leadership roles such as a board of directors position. We know that the greatest positive community impact will be made when all interested citizens have the necessary skill set to create such change.”  Milligan is completing the project as part of her Capstone project, one of the three field service projects completed during the Clinton School Master of Public Service degree program. Her other field work during her time at the Clinton School includes projects with Habitat for Humanity in Pretoria, South Africa and the UAMS Center for Rural Health. She will graduate in May. About the Junior League of Little Rock: The Junior League of Little Rock is an organization of women committed to promoting voluntarism, developing the potential of women and improving communities through the effective action and leadership of trained volunteers. Its purpose is exclusively educational and charitable.]]></description>
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		<title>Student Helps State&#8217;s Nonprofit Support Division with Strategic Plan</title>
		<link>http://clintonschool.uasys.edu/2013/04/student-helps-states-nonprofit-support-division-with-strategic-plan/</link>
		<comments>http://clintonschool.uasys.edu/2013/04/student-helps-states-nonprofit-support-division-with-strategic-plan/#comments</comments>
		<pubDate>Fri, 26 Apr 2013 15:55:38 +0000</pubDate>
		<dc:creator>Ben</dc:creator>
				<category><![CDATA[News]]></category>
		<category><![CDATA[Students]]></category>

		<guid isPermaLink="false">http://clintonschool.uasys.edu/?p=7120</guid>
		<description><![CDATA[Clinton school student, Todun Afolabi (’13) partnered with the Arkansas Department of Human Services (DHS), Division of Community Service and Nonprofit Support (DCSNS) to assist in the development of a four-year strategic plan to improve services the division delivers to organizations in Arkansas. To help identify issues the plan should address, Afolabi conducted an internal assessment to gauge organizational capacity, an external assessment to determine customer needs and best practice research to identify growing trends of nonprofits. In its mission to strengthen community resources, volunteerism and national service in Arkansas, the division’s program developers assist nonprofits by providing trainings, consultations and technical assistance. The division also serves as a conduit to administer federal funds through its AmeriCorps program, which has AmeriCorps members who serve in each of the state’s counties. “All of us at DCSNS are pleased to have Todun working with us to identify strategic issue areas towards the development of the strategic plan.  We anticipate the plan will provide us with even more opportunities to serve the citizens of Arkansas,” said Sherry Middleton, director of the Division of Community Service and Nonprofit Support.  To inform her research, Afolabi conducted customer surveys and key informant interviews. She also spoke with nonprofit leaders from across the country. The CEO of Independent Sector and the executive director of Nonprofit Risk Management Center were among those contacted who identified some growing trends in the nonprofit sector such as the use of social media and nonprofit mapping. “Working with an agency that provides services to nonprofits across the state has helped in improving my skills and preparing for future opportunities in the nonprofit sector. I am so grateful for such an opportunity,” Afolabi said. Afolabi completed the research for her Clinton School Capstone project, one of three field service project in the Master of Public Service degree program.]]></description>
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