Impact
Many students who return from an alternative break experience consider it a life changing event. Alternative break alumni have reported changing their major, increasing their campus involvement, committing to continued community service, actively staying updated on social issues, and joining a service program post-graduation such as AmeriCorps, Peace Corps, or Teach for America. Many return to participate and lead alternative break programs throughout their time as students.
An impact analysis conducted in 2001 by Dr. Pushkala Raman and her Marketing Research Class at Florida State University in conjunction with Break Away revealed that there is overwhelming evidence to support the view that alternative breaks are "indeed contributing to the creating of active citizens." Some highlights of the study include the following:
• Participants show stronger intentions of voting after participation
• Research indicates that alternative break participants are inclined to increase the amount of time they dedicate to serving the community after an alternative break experience.
In 2002, Dr. Raman conducted another study measuring the satisfaction of nonprofit organizations that utilize alternative breakers. Her work produced the following insights:
• 100% of nonprofit organizations that responded and had hosted break groups agreed or strongly agreed that they benefited from the work done by alternative breakers. • 100% of the same nonprofit organizations were interested in hosting alternative break groups again in the future.
Read more about this topic: Alternative Break
Famous quotes containing the word impact:
“If the federal government had been around when the Creator was putting His hand to this state, Indiana wouldn’t be here. It’d still be waiting for an environmental impact statement.”
—Ronald Reagan (b. 1911)
“Too many existing classrooms for young children have this overriding goal: To get the children ready for first grade. This goal is unworthy. It is hurtful. This goal has had the most distorting impact on five-year-olds. It causes kindergartens to be merely the handmaidens of first grade.... Kindergarten teachers cannot look at their own children and plan for their present needs as five-year-olds.”
—James L. Hymes, Jr. (20th century)
“Television does not dominate or insist, as movies do. It is not sensational, but taken for granted. Insistence would destroy it, for its message is so dire that it relies on being the background drone that counters silence. For most of us, it is something turned on and off as we would the light. It is a service, not a luxury or a thing of choice.”
—David Thomson, U.S. film historian. America in the Dark: The Impact of Hollywood Films on American Culture, ch. 8, William Morrow (1977)