The ethnography of study abroad: what is study abroad as a cultural event?

Recent research in the field of study abroad shows that study abroad participation among all U.S. students increased 20% since 2001 and nearly 200,000 U.S. students currently go abroad each year. Additionally, about 8% of all undergraduate degree recipients receive part of their education abroad. Although quantitative studies have dominated research on study abroad, my research project calls for a qualitative approach since the goal is to understand what study abroad is as a cultural event, what authentic cultural immersion is, how program stakeholders understand and perceive cultural immersion, and how cultural immersion in programs can be improved. Following the tradition of ethnographic and case study approaches in study abroad research, my study also pivots on ethnography. As an ethnographer I collected data mainly through participant observation, semi-structured interviews, and document analysis. The study abroad participants were a group of undergraduate native speakers of English studying Spanish for seven weeks in Cádiz, a small costal city in southern Spain, as well as program coordinators, host community members, and professors. I also examined the specific program design features, particularly the in-class and out-of-class activities that students participated in. The goal was to understand if these features were conducive to authentic immersion in the language and culture. Eventually, I elaborated an ethnographic evaluation of the study abroad program and its design features suggesting improvements in order to enhance the significance and value of study abroad as a cultural event. Among other things, I discussed the difficulties that students had at the beginning of their sojourn to understand local people, get used to their host families’ small apartments, get adjusted to new schedules and eating habits, and venture out from the main group to individually explore the new social and cultural fabric and interact with the host community. The program evaluation revealed the need for carefully-designed pre-departure preparation sessions, pre-departure credit-bearing courses in intercultural communication, and additional language practice abroad and opportunities to come in contact with the local community through internships, volunteer or field work. My study gives an important contribution in study abroad research and education. It benefits students, teachers, and study abroad directors and coordinators in suggesting ideas on how to improve the program and optimize the students’ cultural experiences abroad. This study is also important because it investigated how US undergraduate learners studying the Spanish language and culture approach and perceive the study abroad experience in Spain.

The study club program : suggestions relating to courses of study and aids furnished by the Traveling Library, 1909

This leaflet includes information on programs for Women's Clubs. Some possible subjects for the club's discussions are literature, history and fine arts. Several methods of study are covered. Groups are encouraged to use public libraries and the Iowa Traveling Library to obtain reference materials for their topics.

Software SMEs asStrategic Partners in the Partner Programs of Large International Companies

Tutkielman tavoitteena oli tutkia pienten- ja keskisuurten (PK) ohjelmistoyritysten kansainvälisiä kumppanuuksia. Päätavoitteena oli löytää keinoja kuinka PK-ohjelmistoyritykset voisivat tulla strategisiksi kumppaneksi suurten kansainvälisten yritysten kumppanuusohjelmissa. Lisäksi tutkielmassa oli tavoitteena selvittää kuinka kumppaneiden välistä sitoutumista voitaisiin vahvistaa, jotta PK-ohjelmistoyritykset voisivat saavuttaa todellista lisäarvoa ja kansainvälistä kasvua kumppanuusohjelmien kautta. Tutkielma jakaantuu teoreettiseen ja empiiriseen osaan. Teoreettinen osa keskittyy tarkastelemaan korkean teknologian markkinointia ohjelmistoalalla sekä kansainvälisiä kumppanuuksia. Suurten yritystenkumppanuusohjelmia ei ole tutkittu suomalaisten PK-ohjelmistoyritysten näkökulmasta, minkä vuoksi empiirinen tutkimus on perusteltua. Empiirinen tutkimus toteutettiin laadullisena case-tutkimuksena ja tutkimusmenetelmänä käytettiin puolistrukturoitua haastattelua. Tutkimustulokset osoittavat, että strategisen kumppanin aseman saavuttaminen on pitkä ja haastava matka PK-yrityksille. Suurten kansainvälisten yritysten kumppanuusohjelmat ovat useimmiten monimutkaisia ja todellisen lisäarvon saavuttaminen kumppanuusohjelman kautta vaatii paljon resursseja PK-yrityksiltä. Jotta PK-yritykset voisivat saavuttaa ja säilyttää strategisen kumppanin aseman kumppanuusohjelmassa, vaatii se aktiivista ja päivittäistä vuorovaikutusta kumppaneiden kesken. Erityisesti tiiviit henkilösuhteet oikeiden avainhenkilöiden kanssa ovat välttämättömyys. Läheiset kontaktit mahdollistavat sen, että PK-yritykset voivat ainakin osittain ohittaa kumppanuusohjelman byrokratian, mikä lisää luottamusta ja sitoutumista kumppanuussuhteessa sekä edistää kansainvälistä kasvua ja menestystä liiketoiminnassa.

A case study investigation of the learning needs of the Niagara grape and wine community

The Niagara Grape and Wine Community (NGWC) is an industry that has undergone rapid change and expansion as a result of changes in governmental regulations and consumer preferences. As a result of these changes, the demands of the wine industry workforce have changed to reflect the need to implement new strategies and practices to remain viable and competitive. The influx of people into the community with little or no prior practical experience in grape growing (viticulture) or winemaking (oenology) has created a need for additional training and learning opportunities to meet workforce needs. This case study investigated the learning needs of the members of this community and how these needs are currently being met. The barriers to, and the opportunities for, members acquiring new knowledge and developing skills were also explored. Participants were those involved in all levels of the industry and sectors (viticulture, processing, and retail), and their views on needs and suggestions for programs of study were collected. Through cross analyses of sectors, areas of common and unique interest were identified as well as formats for delivery. A common fundamental component was identified by all sectors - any program must have a significant applied component or demonstration of proficiency and should utilize members as peer instructors, mentors, and collaborators to generate a larger shared collective of knowledge. Through the review of learning organizations, learning communities, communities of practices, and learning networks, the principles for the development of a Grape and Wine Learning Network to meet the learning needs of the NGWC outside of formal institutional or academic programs were developed. The roles and actions of members to make such a network successful are suggested.

THE ACHIEVEMENT OF EXCELLENCE IN BRAZILIAN PROGRAMS OF POST-GRADUATION STRICTO SENSU WITH A DOCTORATE IN NURSING

This study aimed to identify how the graduate programs in nursing stricto sensu evaluated by the Nursing field at Coordination of Improvement of Higher Education Personnel, in the triennium 2007-2009, achieved excellence - grade 6. Descriptive exploratory study of nature documentary, which examined the data of Reports Indicators of these Programs at the site of the Coordination cited, in 2010. We analyzed 99 chips of 33 programs for the triennium 2007 to 2009, grouped in sub-clauses of Social and item categories for grades 6/7. Presents the indicators of excellence of Americans and Brazilians Programs, the results of the triennial assessment relating to sub-items of item 5 and the description of program performance specified for the grade 6. It follows that the excellence of Programs has been gradually achieved, with performance in certain categories as those required by international standards, overcoming the obstacles to the achievement of excellence in all its fullness.

Reading comprehension in nacional and internacional programs of educational assessment

El principal objetivo de este artículo es identificar distintos programas de evaluación educativa, tanto nacionales como internacionales, y describir sus características generales. Asimismo, analiza el modo en que se conceptualiza y evalúa la competencia lectora. Finalmente, este trabajo presenta los resultados que ha obtenido Argentina en esta área. Los programas analizados son: el Programa para la Evaluación Internacional de Alumnos (PISA, Programme for International Student Assessment) , el Segundo Estudio Regional Comparativo y Explicativo (SERCE) y, específicamente en nuestro país, el Operativo Nacional de Evaluación (ONE) y el Programa de Evaluación de la Calidad Educativa de la Provincia de Buenos Aires. Estos diferentes estudios sitúan la importancia de la lectura comprensiva en tanto "competencia para la vida" necesaria para la realización de otros aprendizajes, para el logro de una participación activa en la sociedad y ligada a la posibilidad de proyectar un futuro mejor. Los informes muestran la existencia de diferencias entre los resultados de distintos países y al interior de los mismos. El desarrollo de competencias desiguales aparece como un desafío a nivel nacional e internacional, ya que constituye un importante indicador de la situación crítica en la que se encuentran un número significativo de niños y adolescentes.

Reading comprehension in nacional and internacional programs of educational assessment

El principal objetivo de este artículo es identificar distintos programas de evaluación educativa, tanto nacionales como internacionales, y describir sus características generales. Asimismo, analiza el modo en que se conceptualiza y evalúa la competencia lectora. Finalmente, este trabajo presenta los resultados que ha obtenido Argentina en esta área. Los programas analizados son: el Programa para la Evaluación Internacional de Alumnos (PISA, Programme for International Student Assessment) , el Segundo Estudio Regional Comparativo y Explicativo (SERCE) y, específicamente en nuestro país, el Operativo Nacional de Evaluación (ONE) y el Programa de Evaluación de la Calidad Educativa de la Provincia de Buenos Aires. Estos diferentes estudios sitúan la importancia de la lectura comprensiva en tanto "competencia para la vida" necesaria para la realización de otros aprendizajes, para el logro de una participación activa en la sociedad y ligada a la posibilidad de proyectar un futuro mejor. Los informes muestran la existencia de diferencias entre los resultados de distintos países y al interior de los mismos. El desarrollo de competencias desiguales aparece como un desafío a nivel nacional e internacional, ya que constituye un importante indicador de la situación crítica en la que se encuentran un número significativo de niños y adolescentes.

Reading comprehension in nacional and internacional programs of educational assessment

El principal objetivo de este artículo es identificar distintos programas de evaluación educativa, tanto nacionales como internacionales, y describir sus características generales. Asimismo, analiza el modo en que se conceptualiza y evalúa la competencia lectora. Finalmente, este trabajo presenta los resultados que ha obtenido Argentina en esta área. Los programas analizados son: el Programa para la Evaluación Internacional de Alumnos (PISA, Programme for International Student Assessment) , el Segundo Estudio Regional Comparativo y Explicativo (SERCE) y, específicamente en nuestro país, el Operativo Nacional de Evaluación (ONE) y el Programa de Evaluación de la Calidad Educativa de la Provincia de Buenos Aires. Estos diferentes estudios sitúan la importancia de la lectura comprensiva en tanto "competencia para la vida" necesaria para la realización de otros aprendizajes, para el logro de una participación activa en la sociedad y ligada a la posibilidad de proyectar un futuro mejor. Los informes muestran la existencia de diferencias entre los resultados de distintos países y al interior de los mismos. El desarrollo de competencias desiguales aparece como un desafío a nivel nacional e internacional, ya que constituye un importante indicador de la situación crítica en la que se encuentran un número significativo de niños y adolescentes.

The application of biomechanics to penalty corner drag-flick training: a case of Study

The penalty corner is one of the most important game situations in field hockey with one third of all goals resulting from this tactical situation. The aim of this study was to develop and apply a training method, based on previous studies, to improve the drag- flick skill on a young top-class field hockey player. A young top-class player exercised three times per week using specific drills over a four week period. A VICON optoelectronic system (Oxford Metrics, Oxford, UK) was employed to capture twenty drag-flicks, with six cameras sampling at 250 Hz, prior and after the training period. In order to analyze pre- and post-test differences a dependent t-test was carried out. Angular velocities and the kinematic sequence were similar to previous studies. The player improved (albeit not significantly) the angular velocity of the stick. The player increased front foot to the ball at T1 (p < 0.01) and the drag-flick distances. The range of motion from the front leg decreased from T1 to T6 after the training period (p < 0.01). The specific training sessions conducted with the player improved some features of this particular skill. This article shows how technical knowledge can help with the design of training programs and whether some drills are more effective than others.

Assessing the effectiveness of five-year mechanical engineering technology programs of junior colleges in Taiwan, R.O.C.: An application of the CIPP evaluation model

The purpose of this study was to evaluate the mechanical engineering technology curriculum effectiveness at the junior college in Taiwan by using the CIPP evaluation model. The study concerned the areas of the curriculum, curriculum materials, individualized instruction, support services, teaching effectiveness, student achievement, and job performance. A descriptive survey method was used with questionnaires for data collection from faculty, students, graduates, and employers.^ All categories of respondents tended to agree that the curriculum provides appropriate occupational knowledge and skills. Students, graduates, and faculty tended to be satisfied with the curriculum; faculty tended to be satisfied with student achievement; graduates tended to be satisfied with their job preparation; and employers were most satisfied with graduates' job performance.^ Conclusions were drawn in the context, input, process, and product of the CIPP model. In Context area: Students were dissatisfied with curriculum flexibility in students characteristics. Graduates were dissatisfied with curriculum design for student's adaptability in new economic and industrial conditions; practicum flexibility in student characteristics; and course overlap. Both students and graduates were dissatisfied with practicum credit hours. Both faculty and students were dissatisfied with the number of required courses.^ In Input area: Students, faculty, and graduates perceived audiovisuals and manipulative aids positively. Faculty and students perceive CAI implementation positively. Students perceived textbooks negatively.^ In Process area: Faculty, students, and graduates perceived all support service negatively. Faculty tended to perceive the ratios of graduates who enter advanced study and related occupation, and who passed the professional skills certification, negatively. Students tended to perceive teaching effectiveness in terms of instructional strategies, the quality of instruction, overall suitability, and receivable, negatively. Graduates also tended to identify the instructional strategies as a negative perception. Faculty and students perceived curriculum objectives and practicum negatively. Both faculty and students felt that instructors should be more interested in making the courses a useful learning experience.^ In Product area: Employers were satisfied with graduates' academic preparation and job performance, adaptability, punctuality, and their ability to communicate, cooperate, and meet organization needs. Graduates were weak in terms of equipment familiarity and supervisory ability.^ In sum, the curriculum of the five-year mechanical engineering technology programs of junior college in Taiwan has served adequately up to this time in preparing a work force to enter industry. It is now time to look toward the future and adapt the curriculum and instruction for the future needs of this high-tech society. ^

Assessing the effectiveness of two-year banking and insurance technology programs of junior colleges in Taiwan, R.O.C.: An application of the Context Input Process Product (CIPP) evaluation model

The purpose of this descriptive study was to evaluate the banking and insurance technology curriculum at ten junior colleges in Taiwan. The study focused on curriculum, curriculum materials, instruction, support services, student achievement and job performance. Data was collected from a diverse sample of faculty, students, alumni, and employers. ^ Questionnaires on the evaluation of curriculum at technical junior colleges were developed for use in this specific case. Data were collected from the sample described above and analyzed utilizing ANOVA, T-Tests and crosstabulations. Findings are presented which indicate that there is room for improvement in terms of meeting individual students' needs. ^ Using Stufflebeam's CIPP model for curriculum evaluation it was determined that the curriculum was adequate in terms of the knowledge and skills imparted to students. However, students were dissatisfied with the rigidity of the curriculum and the lack of opportunity to satisfy the individual needs of students. Employers were satisfied with both the academic preparation of students and their on the job performance. ^ In sum, the curriculum of the two-year banking and insurance technology programs of junior college in Taiwan was shown to have served adequately preparing a work force to enter businesses. It is now time to look toward the future and adapt the curriculum and instruction for the future needs of the ever evolving high-tech society. ^

Competencies Required in Education Research and Teaching Systematization according to Students from the Preschool, Primary and Secondary Education Programs of the University of Costa Rica

The purpose of this paper is to present the results of two online forums carried out with the participation of 42 students of the Licenciaturas  in Preschool Education, Primary Education and Secondary Education of the University of Costa Rica. The main purpose of the forums was to determine the insights of the participant students about the competencies they have achieved in the field of education research, and which have been the essential tools for them to systematize their own teaching practices. The discussion forums were part of the course FD5091 Métodos de Investigación Educativa [Education Research Methods] of the School of Teacher Education, delivered from March-April 2010.  Of the sample, 60 percent were students of the Preschool teaching program, 35 percent were from the Primary Education teaching program and 5 percent were from the Secondary Education teaching program in the fields of Science, Mathematics and Social Studies. According to the insights and beliefs showed by the participants –both, the future teachers and the profession practitioners–, there are no opportunities for research or systematization of their own teaching mediation, in the current work situation.(1) Translator’s Note: In Costa Rica, the “Licenciatura” is a one-year post-Bachelor study program, usually including thesis. “Primary Education” refers to students from the 1st to 6th grades, and “Secondary Education” refers to students from the 7th to 11th grades.

Long-term Efficacy And Safety Of Tenofovir Disoproxil Fumarate In Hiv-1-infected Adolescents Failing Antiretroviral Therapy: The Final Results Of Study Gs-us-104-0321.

Reports of long-term tenofovir disoproxil fumarate (TDF) treatment in HIV-infected adolescents are limited. We present final results from the open-label (OL) TDF extension following the randomized, placebo (PBO)-controlled, double-blind phase of GS-US-104-0321 (Study 321). HIV-infected 12- to 17-year-olds treated with TDF 300 mg or PBO with an optimized background regimen (OBR) for 24-48 weeks subsequently received OL TDF plus OBR in a single arm study extension. HIV-1 RNA and safety, including bone mineral density (BMD), was assessed in all TDF recipients. Eighty-one subjects received TDF (median duration 96 weeks). No subject died or discontinued OL TDF for safety/tolerability. At week 144, proportions with HIV-1 RNA <50 copies/mL were 30.4% (7 of 23 subjects with baseline HIV-1 RNA >1000 c/mL initially randomized to TDF), 41.7% (5 of 12 subjects with HIV-1 RNA <1000 c/mL who switched PBO to TDF) and 0% (0 of 2 subjects failed randomized PBO plus OBR with HIV-1 RNA >1000 c/mL and switched PBO to TDF). Viral resistance to TDF occurred in 1 subject. At week 144, median decrease in estimated glomerular filtration rate was 38.1 mL/min/1.73 m (n = 25). Increases in median spine (+12.70%, n = 26) and total body less head BMD (+4.32%, n = 26) and height-age adjusted Z-scores (n = 21; +0.457 for spine, +0.152 for total body less head) were observed at week 144. Five of 81 subjects (6%) had persistent >4% BMD decreases from baseline. Some subjects had virologic responses to TDF plus OBR, and TDF resistance was rare. TDF was well tolerated and can be considered for treatment of HIV-infected adolescents.