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The Fulbright experience allowed the author to clarify research goals, complete archival research for a book manuscript, and expand the impact of their scholarly work internationally. Receiving the Fulbright grant during an intense period of teaching, job searching, and market uncertainty provided validation and hope for an uninterrupted future. Accepting a tenure-track job offer during the first month in Paris demonstrated how the Fulbright program was already propelling their career forward.
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Research scholars f
The Fulbright experience allowed the author to clarify research goals, complete archival research for a book manuscript, and expand their scholarly impact internationally. They learned of receiving the grant while on the job market and teaching intensely, and knowing they could have six months of uninterrupted research and writing in Paris provided hope. During their first month in Paris, they received a tenure-track job offer, showing how Fulbright was propelling their career forward.
Fulbright Advanced Students
The Fulbright program provided several students with invaluable experiences that helped them grow both personally and professionally. The opportunities allowed the students to conduct cutting edge research, make international connections, and gain new cultural perspectives that will guide them in their future careers. The Fulbright experience was transformative and rewarding for the students.
Fulbright ENS Grantees
The Fulbright experience allowed the students to immerse themselves in other cultures, gain a global perspective, and further their research and career goals. It gave them opportunities to collaborate internationally, develop important skills, and make lasting connections that will inspire future work. The students felt humbled, empathetic, and like global citizens after experiencing other cultures through Fulbright.
Fulbright English Teaching Assistants
The Fulbright Program provides opportunities for cross-cultural understanding and global progress through experiences that encourage speaking to, listening to, and living amongst those from other cultures. Fulbright scholars gain memorable adventures in learning how to adapt to new environments and communities while teaching and reflecting on language, culture, and their career goals.
Fulbright Research Scholars
Fulbright scholars describe the cultural opportunities in Paris as incredible and life-changing. They recommend taking advantage of the chance to experience French culture through the Fulbright program. The scholars also discuss strengthening professional collaborations, starting new research projects, and giving their families an appreciation of French history and the US-France relationship through a Fulbright sabbatical in France.
Fulbright Research Scholars - French Studies
The Fulbright experience allowed the scholar to strengthen relationships with French colleagues, expand her research network by meeting other scholars, and access valuable archives and libraries. Her four months in France through Fulbright were intensely immersive as she explored how past problems inform current struggles. The scholar believes Senator Fulbright's vision of cross-cultural communication and diplomacy as the path to peace and democracy provides an influential model.
Research scholars french studies
The Fulbright experience allowed the author to clarify research goals, complete archival research for a book manuscript, and expand their scholarly impact internationally. They learned of receiving the grant while on the job market and knowing they could have six months of uninterrupted research and writing in Paris provided hope. During their first month in Paris, they received a tenure-track job offer, showing how Fulbright was advancing their career.
Recommended
Research scholars f
The Fulbright experience allowed the author to clarify research goals, complete archival research for a book manuscript, and expand their scholarly impact internationally. They learned of receiving the grant while on the job market and teaching intensely, and knowing they could have six months of uninterrupted research and writing in Paris provided hope. During their first month in Paris, they received a tenure-track job offer, showing how Fulbright was propelling their career forward.
Fulbright Advanced Students
The Fulbright program provided several students with invaluable experiences that helped them grow both personally and professionally. The opportunities allowed the students to conduct cutting edge research, make international connections, and gain new cultural perspectives that will guide them in their future careers. The Fulbright experience was transformative and rewarding for the students.
Fulbright ENS Grantees
The Fulbright experience allowed the students to immerse themselves in other cultures, gain a global perspective, and further their research and career goals. It gave them opportunities to collaborate internationally, develop important skills, and make lasting connections that will inspire future work. The students felt humbled, empathetic, and like global citizens after experiencing other cultures through Fulbright.
Fulbright English Teaching Assistants
The Fulbright Program provides opportunities for cross-cultural understanding and global progress through experiences that encourage speaking to, listening to, and living amongst those from other cultures. Fulbright scholars gain memorable adventures in learning how to adapt to new environments and communities while teaching and reflecting on language, culture, and their career goals.
Fulbright Research Scholars
Fulbright scholars describe the cultural opportunities in Paris as incredible and life-changing. They recommend taking advantage of the chance to experience French culture through the Fulbright program. The scholars also discuss strengthening professional collaborations, starting new research projects, and giving their families an appreciation of French history and the US-France relationship through a Fulbright sabbatical in France.
Fulbright Research Scholars - French Studies
The Fulbright experience allowed the scholar to strengthen relationships with French colleagues, expand her research network by meeting other scholars, and access valuable archives and libraries. Her four months in France through Fulbright were intensely immersive as she explored how past problems inform current struggles. The scholar believes Senator Fulbright's vision of cross-cultural communication and diplomacy as the path to peace and democracy provides an influential model.
Research scholars french studies
The Fulbright experience allowed the author to clarify research goals, complete archival research for a book manuscript, and expand their scholarly impact internationally. They learned of receiving the grant while on the job market and knowing they could have six months of uninterrupted research and writing in Paris provided hope. During their first month in Paris, they received a tenure-track job offer, showing how Fulbright was advancing their career.
Advanced student slideshare (featured on website)
The Fulbright Fellowship program provides opportunities for international academic and professional exchange. Through the Fulbright, the document excerpts describe scholars gaining expertise in their fields, building global networks, clarifying their career goals, and experiencing personal and intellectual growth from cultural immersion abroad. The Fulbright is portrayed as transformative for both professional development and personal growth.
Advanced student slideshare (featured on website)
The Fulbright program provides opportunities for international exchange and collaboration. Recent Fulbright scholars and students found that the program allowed them to conduct cutting-edge research, form lasting professional and personal relationships, gain new cultural perspectives, and make important contributions to their fields on a global scale. The Fulbright experience profoundly shaped their academic and career trajectories.
Advanced student slideshare (featured on website)
The Fulbright program allowed several advanced students and scholars from various fields to conduct international research, form global collaborations, gain new cultural experiences and perspectives, and further define their careers. Their experiences ranged from making important scientific discoveries to uncovering hidden historical artifacts to clarifying personal values and future goals. The Fulbright community provided invaluable support and inspiration for their intellectual growth and work.
Eta1
The Fulbright Program provided transformative experiences for several English Teaching Assistants, allowing them to gain invaluable teaching experience, improve language skills, deepen research interests, and foster international relationships and understanding. They felt it opened their eyes to new perspectives and cultures in ways that will continue to impact their lives and careers.
Research scholars
The Fulbright program allowed the scholars to:
1) Refine their research and make valuable professional and personal connections through face-to-face interactions in France that would be difficult to achieve otherwise.
2) Strengthen existing collaborations and form new international research partnerships and friendships.
3) Experience French culture both scientifically and personally in a way that changed their perspectives.
Research scholars aquitaine
Gregory Starr's experience in France through a research scholarship started a new chapter in his life and career. The collaborations and friendships he formed will last a lifetime and they are already planning to return. Suzanne Judd's time in France not only changed her perspective on her own life but on society and the world. Her daily interactions will never be the same as she now understands limitations of words and importance of understanding without words. Her collaborations with colleagues at the University of Bordeaux are likely to extend beyond the 6 months and change the course of her career. J.P. Walsh's Fulbright research in France provided an incredible opportunity to connect with hosts and conduct work, and meet other scientists. Studying the France coast
Fulbright Advanced Student Program
Jacek Blaszkiewicz, Jean Guo, John Romey, Joy Obayemi, Katelyn Emerson, Michael Bane, Sarah Beckmann, Sarah Hanson and Zachary Fitzpatrick. U.S. Fulbright Advanced Students
Building the Foundation for Globally Engaged Citizens: The Benefits of One-We...
In 2011, the Marymount University Center for Global Education developed its Global Classroom Series, one-week embedded programs, to help internationalize its curriculum, provide a low cost and convenient alternative to traditional study abroad, and inspire underclassman to spend a semester abroad. Since then, hundreds of Marymount students have participated in Global Classroom Series programs all over the world. In this interactive session, panelists will share tips and a sample timeline for embedded program design, evaluate key lessons learned and best practices, review literature on the subject, and discuss some of the benefits of Marymount’s series.
Iepower2
Sofia Nordlund is applying to IE Madrid for access to advocacy and legal advising of bilingual companies. She has dual US-Spanish citizenship and a degree in law and political science from the University of Valencia. Her global experiences living between Spain, the US, and France give her an open worldview and belief in cooperation. Her political science background makes her aware of how international systems influence daily life. She is also involved in social and cultural organizations. Traveling allows her to learn from other cultures and express her experiences through writing. Her fluency in English and Spanish would be an asset for providing bilingual legal advice. She believes she can offer IE her enthusiasm for the legal field and desire to work with others
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The core aim of the Reinvention Centre for Undergraduate Research is to ‘reinvent’ the undergraduate curriculum through the promotion of research-based learning. In so doing, the Reinvention Centre is attempting to re-create the notion of an inclusive academic community where learners, teachers and researchers are all seen as scholars and collaborators in the common pursuit of knowledge. The Reinvention Centre is grounded conceptually and practically in the work of Ernest Boyer (1990) and the Boyer Commission’s ‘Reinventing Undergraduate Education’ (1999), from which the name of the Centre is taken. Through a critical engagement with Boyer’s work the Reinvention Centre has developed its own concepts that are having an impact across the sector, for example ‘Student as Producer’, ‘Creative Environments for Learning’ and ‘Teaching for Complexity’.
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The document summarizes a meeting between coordinators of graduate programs at the Fluminense Federal University (UFF) and Professor Leo de Haan, Rector of the International Institute of Social Studies, to discuss a memorandum of understanding on development and equity studies. It outlines the goals of collaborating on research, courses, projects and staff exchanges. Potential funding sources are listed. The afternoon agenda is then presented, including introductions and short presentations from each graduate program on their research relating to development and equity studies.
GHS Review 04-05
The document summarizes activities of graduate students in the Department of History at an unnamed university. It discusses accomplishments over the past year, including the inauguration of an annual graduate student symposium organized by two students, and the creation of a teaching workshops series organized by two other students. Graduate students won awards, presented papers at conferences, and published articles. The newsletter aims to foster community within the department and celebrate the achievements of graduate students.
Quotes about 'Valuing the year abroad'
The document describes experiences from individuals who completed a year abroad during their language degree. It highlights how the year abroad provided benefits such as improved language skills, cultural awareness, confidence, and independence that enhanced employability and career opportunities.
The University of Sydney's School of Languages and Culture Magazine December ...
This issue of the School of Languages and Cultures magazine profiles several stories:
1) It describes a University of Sydney student, Tallulah Bur, who wrote an essay about multilingualism that was so profound the United Nations invited her to speak at the General Assembly.
2) It interviews Dr. Suzanne Rutland, who along with her co-author won the Prime Minister's Literary Award for their book on Australia's role in helping Soviet Jews emigrate.
3) It provides tips for learning new languages from TED translators, such as setting attainable goals and using technology to assist learning.
Final Project Immersion Project Paper—Part IVYour Immersion P
Final Project: Immersion Project Paper—Part IV
Your Immersion Project for this course is essentially ethnographic research. When you hear the words ethnography or ethnographic research, you may think of Margaret Mead or Franz Boas performing their research on cultures outside their own countries and living among their research subjects. Contemporary ethnographic research includes many other types of research scenarios, such as urban ethnography, neighborhood studies, and even microstudies of groups as small as families and individuals. Ethnography is any systematic study of people and cultures, usually conducted through observation, interviews, dialogues, participation, and historical research. Ethnography is used across disciplines as varied as anthropology, linguistics, sociology, advertising, and of course, human services and social work.
Your Immersion Project is just that—a study of a population group with the goal of better understanding the culture of the group. As you complete this project over the course of the semester, keep in mind one of the classical hallmarks of ethnographic research, pioneered by Boas: The beliefs and activities of humans have to be interpreted within their own cultural terms and not evaluated or judged through the cultural lens or terms of the observer or researcher. That is, human beliefs and behavior are culturally relative.
This week, you submit your Immersion Project Paper, one of two culminating parts of your Final Project for this course (along with your narrated PowerPoint, which is due in Week 10).
This 7-page paper will be a culmination of what you have experienced and explored throughout your work on this project. Since everyone’s experience will be different, the content of the paper will vary for each student; however, there are two sections that everyone should include: 1.Reflection on your Immersion Project: •Observation: What observational activity did you attend and what insight did it give you into your selected population? •Dialogue: How did you carry out your dialogue? Reflect on your experience and what insight it gave you into your selected population. 2.Reaction and Critical Analysis of your experience: This section should incorporate your reflections on your experiences, what you learned about the group, what you learned about yourself, and how your perceptions of this group have changed over time. Several areas to address in this section: •Description of the group •Values/belief orientation •Social interactions (relationships within and between group members) •Religious/spiritual beliefs •Roles and expectations •Language and communication
...
CTS_Spring15_onlineNL
This document summarizes capstone projects completed by students in the Center for Translation Studies program at the University of Illinois. It describes projects done by three students - Daniel Gutiérrez Mena, Justin Suevel, and Carly Goranson. Gutiérrez translated health documents from English to Spanish. Suevel translated technical manuals for an automotive company. Goranson translated newspaper articles from Mexican papers. All three felt their capstone projects provided valuable real-world experience and prepared them for careers in translation.
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A survey was developed and distributed through social media to gather feedback. 75 respondents provided information about their volunteer placement, skills gained, and current occupations. Many found their PT experience useful for career prospects, with most mentioning it in their CVs and some in interviews.
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The scholar thanks his time in France this year for helping him better understand his book project and see it in a new light. He had access to resources and conversations that were difficult to find at home and shaped his project in important ways. He is very thankful for the opportunity provided by the Fulbright program.
Research scholars aquitaine
J.P. Walsh's Fulbright research experience in France allowed them to connect with their hosts and other scientists, study coastal issues in France which provided both similarities and differences to global perspectives, and embrace the scientific and social culture to learn and see more than imagined. This experience will be invaluable for their professional and personal growth for years to come.
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The Fulbright Fellowship program provides opportunities for international academic and professional exchange. Through the Fulbright, the document excerpts describe scholars gaining expertise in their fields, building global networks, clarifying their career goals, and experiencing personal and intellectual growth from cultural immersion abroad. The Fulbright is portrayed as transformative for both professional development and personal growth.
Advanced student slideshare (featured on website)
The Fulbright program provides opportunities for international exchange and collaboration. Recent Fulbright scholars and students found that the program allowed them to conduct cutting-edge research, form lasting professional and personal relationships, gain new cultural perspectives, and make important contributions to their fields on a global scale. The Fulbright experience profoundly shaped their academic and career trajectories.
Advanced student slideshare (featured on website)
The Fulbright program allowed several advanced students and scholars from various fields to conduct international research, form global collaborations, gain new cultural experiences and perspectives, and further define their careers. Their experiences ranged from making important scientific discoveries to uncovering hidden historical artifacts to clarifying personal values and future goals. The Fulbright community provided invaluable support and inspiration for their intellectual growth and work.
Eta1
The Fulbright Program provided transformative experiences for several English Teaching Assistants, allowing them to gain invaluable teaching experience, improve language skills, deepen research interests, and foster international relationships and understanding. They felt it opened their eyes to new perspectives and cultures in ways that will continue to impact their lives and careers.
Research scholars
The Fulbright program allowed the scholars to:
1) Refine their research and make valuable professional and personal connections through face-to-face interactions in France that would be difficult to achieve otherwise.
2) Strengthen existing collaborations and form new international research partnerships and friendships.
3) Experience French culture both scientifically and personally in a way that changed their perspectives.
Research scholars aquitaine
Gregory Starr's experience in France through a research scholarship started a new chapter in his life and career. The collaborations and friendships he formed will last a lifetime and they are already planning to return. Suzanne Judd's time in France not only changed her perspective on her own life but on society and the world. Her daily interactions will never be the same as she now understands limitations of words and importance of understanding without words. Her collaborations with colleagues at the University of Bordeaux are likely to extend beyond the 6 months and change the course of her career. J.P. Walsh's Fulbright research in France provided an incredible opportunity to connect with hosts and conduct work, and meet other scientists. Studying the France coast
Fulbright Advanced Student Program
Jacek Blaszkiewicz, Jean Guo, John Romey, Joy Obayemi, Katelyn Emerson, Michael Bane, Sarah Beckmann, Sarah Hanson and Zachary Fitzpatrick. U.S. Fulbright Advanced Students
Building the Foundation for Globally Engaged Citizens: The Benefits of One-We...
In 2011, the Marymount University Center for Global Education developed its Global Classroom Series, one-week embedded programs, to help internationalize its curriculum, provide a low cost and convenient alternative to traditional study abroad, and inspire underclassman to spend a semester abroad. Since then, hundreds of Marymount students have participated in Global Classroom Series programs all over the world. In this interactive session, panelists will share tips and a sample timeline for embedded program design, evaluate key lessons learned and best practices, review literature on the subject, and discuss some of the benefits of Marymount’s series.
Iepower2
Sofia Nordlund is applying to IE Madrid for access to advocacy and legal advising of bilingual companies. She has dual US-Spanish citizenship and a degree in law and political science from the University of Valencia. Her global experiences living between Spain, the US, and France give her an open worldview and belief in cooperation. Her political science background makes her aware of how international systems influence daily life. She is also involved in social and cultural organizations. Traveling allows her to learn from other cultures and express her experiences through writing. Her fluency in English and Spanish would be an asset for providing bilingual legal advice. She believes she can offer IE her enthusiasm for the legal field and desire to work with others
Visual Storytelling - A tale of research translation for wider engagement?
This was an invited paper as part of the British Sociological Society Postgraduate Forum event on Innovative Visual Methods (22.11.16). #Visual16
8th annual e twinning conference
Professor R.H. Fryer's keynote address at the 8th Annual eTwinning Conference in Lisbon, Portugal focused on learning citizenship for the 21st century. He discussed how today's unpredictable world demands active engagement from citizens and students to shape their social world. Fryer also emphasized the importance of promoting diversity and social cohesion. He challenged teachers to help students develop a sense of themselves in a changing social context.
Collaborative networks that facilitate inquiry
The core aim of the Reinvention Centre for Undergraduate Research is to ‘reinvent’ the undergraduate curriculum through the promotion of research-based learning. In so doing, the Reinvention Centre is attempting to re-create the notion of an inclusive academic community where learners, teachers and researchers are all seen as scholars and collaborators in the common pursuit of knowledge. The Reinvention Centre is grounded conceptually and practically in the work of Ernest Boyer (1990) and the Boyer Commission’s ‘Reinventing Undergraduate Education’ (1999), from which the name of the Centre is taken. Through a critical engagement with Boyer’s work the Reinvention Centre has developed its own concepts that are having an impact across the sector, for example ‘Student as Producer’, ‘Creative Environments for Learning’ and ‘Teaching for Complexity’.
Abertura do Evento pela Coordenadora do Convênio na UFF
The document summarizes a meeting between coordinators of graduate programs at the Fluminense Federal University (UFF) and Professor Leo de Haan, Rector of the International Institute of Social Studies, to discuss a memorandum of understanding on development and equity studies. It outlines the goals of collaborating on research, courses, projects and staff exchanges. Potential funding sources are listed. The afternoon agenda is then presented, including introductions and short presentations from each graduate program on their research relating to development and equity studies.
GHS Review 04-05
The document summarizes activities of graduate students in the Department of History at an unnamed university. It discusses accomplishments over the past year, including the inauguration of an annual graduate student symposium organized by two students, and the creation of a teaching workshops series organized by two other students. Graduate students won awards, presented papers at conferences, and published articles. The newsletter aims to foster community within the department and celebrate the achievements of graduate students.
Quotes about 'Valuing the year abroad'
The document describes experiences from individuals who completed a year abroad during their language degree. It highlights how the year abroad provided benefits such as improved language skills, cultural awareness, confidence, and independence that enhanced employability and career opportunities.
The University of Sydney's School of Languages and Culture Magazine December ...
This issue of the School of Languages and Cultures magazine profiles several stories:
1) It describes a University of Sydney student, Tallulah Bur, who wrote an essay about multilingualism that was so profound the United Nations invited her to speak at the General Assembly.
2) It interviews Dr. Suzanne Rutland, who along with her co-author won the Prime Minister's Literary Award for their book on Australia's role in helping Soviet Jews emigrate.
3) It provides tips for learning new languages from TED translators, such as setting attainable goals and using technology to assist learning.
Final Project Immersion Project Paper—Part IVYour Immersion P
Final Project: Immersion Project Paper—Part IV
Your Immersion Project for this course is essentially ethnographic research. When you hear the words ethnography or ethnographic research, you may think of Margaret Mead or Franz Boas performing their research on cultures outside their own countries and living among their research subjects. Contemporary ethnographic research includes many other types of research scenarios, such as urban ethnography, neighborhood studies, and even microstudies of groups as small as families and individuals. Ethnography is any systematic study of people and cultures, usually conducted through observation, interviews, dialogues, participation, and historical research. Ethnography is used across disciplines as varied as anthropology, linguistics, sociology, advertising, and of course, human services and social work.
Your Immersion Project is just that—a study of a population group with the goal of better understanding the culture of the group. As you complete this project over the course of the semester, keep in mind one of the classical hallmarks of ethnographic research, pioneered by Boas: The beliefs and activities of humans have to be interpreted within their own cultural terms and not evaluated or judged through the cultural lens or terms of the observer or researcher. That is, human beliefs and behavior are culturally relative.
This week, you submit your Immersion Project Paper, one of two culminating parts of your Final Project for this course (along with your narrated PowerPoint, which is due in Week 10).
This 7-page paper will be a culmination of what you have experienced and explored throughout your work on this project. Since everyone’s experience will be different, the content of the paper will vary for each student; however, there are two sections that everyone should include: 1.Reflection on your Immersion Project: •Observation: What observational activity did you attend and what insight did it give you into your selected population? •Dialogue: How did you carry out your dialogue? Reflect on your experience and what insight it gave you into your selected population. 2.Reaction and Critical Analysis of your experience: This section should incorporate your reflections on your experiences, what you learned about the group, what you learned about yourself, and how your perceptions of this group have changed over time. Several areas to address in this section: •Description of the group •Values/belief orientation •Social interactions (relationships within and between group members) •Religious/spiritual beliefs •Roles and expectations •Language and communication
...
CTS_Spring15_onlineNL
This document summarizes capstone projects completed by students in the Center for Translation Studies program at the University of Illinois. It describes projects done by three students - Daniel Gutiérrez Mena, Justin Suevel, and Carly Goranson. Gutiérrez translated health documents from English to Spanish. Suevel translated technical manuals for an automotive company. Goranson translated newspaper articles from Mexican papers. All three felt their capstone projects provided valuable real-world experience and prepared them for careers in translation.
NYU's Academic-Led Vision for Sakai 3
The document summarizes presentations from various schools and academic units at New York University on their needs and visions for Sakai 3. It describes how different programs like Liberal Studies, Gallatin School of Individualized Study, and College of Nursing aim to use Sakai 3 to foster collaboration, sharing of academic work and resources, and building of student portfolios across disciplinary boundaries. It also announces two sessions at the Sakai conference that will provide more details on NYU's academic-led development of Sakai 3.
Project Trust London Internship Research Project Lucy Hughes
The document outlines a research project conducted by Lucy Hughes for Project Trust in July 2014. The project aimed to survey returned Project Trust volunteers to understand how they utilized their volunteer experience in their careers and further education.
A survey was developed and distributed through social media to gather feedback. 75 respondents provided information about their volunteer placement, skills gained, and current occupations. Many found their PT experience useful for career prospects, with most mentioning it in their CVs and some in interviews.
The results showed that respondents volunteered mostly in teaching projects for 12 months between 2000-2013. Many were now students, teachers, or worked in business, healthcare, or non-profits. The research aims to help Project Trust improve support for volunteers
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The scholar thanks his time in France this year for helping him better understand his book project and see it in a new light. He had access to resources and conversations that were difficult to find at home and shaped his project in important ways. He is very thankful for the opportunity provided by the Fulbright program.
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J.P. Walsh's Fulbright research experience in France allowed them to connect with their hosts and other scientists, study coastal issues in France which provided both similarities and differences to global perspectives, and embrace the scientific and social culture to learn and see more than imagined. This experience will be invaluable for their professional and personal growth for years to come.
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The scholar thanks his time in France this year for helping him better understand his book project and see it in a new light. He had access to resources and conversations that were difficult to find at home and shaped his project in important ways. He is very thankful for the opportunity provided by the Fulbright program.
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J.P. Walsh's Fulbright research experience in France allowed them to connect with their hosts and other scientists, study coastal issues in France which provided both similarities and differences to global perspectives, and embrace the scientific and social culture to learn and see more than imagined. This experience will be invaluable for their professional and personal growth for years to come.
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The Fulbright program allows participants to immerse themselves scientifically and culturally in France. Eric Pardyjak found that the collaborations he developed through Fulbright enabled accomplishments he could not achieve alone in the US. He looks forward to sustaining and expanding these relationships in the future.
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The scholar thanks his year in France through the Fulbright program, as it helped him better understand and see his book project in a new light by giving him access to hard to find resources and conversations that importantly shaped his project. He is extremely grateful for the opportunity.
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The Fulbright Scholarship allowed Julius Pasay to design an independent study to further his professional interests in temperate agroforestry systems. Without the Fulbright program, he would not have been able to extensively study these systems in the field. The scholarship has helped him become an expert in his field.
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J.P. Walsh's Fulbright research experience in France provided an opportunity to connect with hosts and conduct collaborative work while also meeting other scientists. Studying the France coast highlighted similar problems but also important differences between local and global perspectives. By embracing the scientific and social culture, Walsh was able to learn and experience more than imagined, which will support professional and personal growth for years to come.
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J.P. Walsh's Fulbright research experience in France provided an incredible opportunity to connect with hosts and conduct collaborative work. By studying the France coast, Walsh gained a better understanding of similar problems but also important differences between local and global perspectives, highlighting the critical importance of both. By embracing the scientific and social culture, Walsh was able to learn and experience much more than imagined, with learnings that will be invaluable for professional and personal growth for years to come.
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
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● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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- 1. “The Fulbright experience has been invaluable: it has allowed me to clarify my short- and long-term research goals, complete archival research for my first book manuscript, and expand the impact of my scholarly work to an international community. I learned that I had received the grant while I was a postdoctoral fellow on the academic job market, and during the months of intense teaching and job searching leading up to the grant period, knowing that I could look forward to six months of research and writing in Paris was a validation of my work and a beacon of hope for my professional future uninterrupted . When I received and accepted a tenure-track job offer during the first month of my stay in Paris, it was clear that the Fulbright program was already playing an important role in propelling my career forward.” Teresa Ignqcio-Villa, French Studies Program 2016-2017