An Ecological Understanding of Evaluation Use: A Case Study of the Active for Life Evaluation

Analyzes uses of Active for Life program evaluations in multiple ecosystems -- program, community, field, and society -- including types of use such as symbolic or conceptual, sequential patterns, and leveraged use

Agricultural Experiment Station News January 1980 Letter

As you know Dr. Roy Arnold has been appointed by The Board of Regents as Dean and Director of the Nebraska Agricultural Experiment Station effective January 1, 1980. Personally, I am very pleased with Roy\u27s appointment. I have become well acquainted with him while he has served as a staff member and a Department Head, and know that he will be a very effective Director of the Nebraska Station. I congratulate him, and you. This letter is in the nature of an expression of appreciation to you as I leave the job of Dean and Director of the Station. I still vividly recall my somewhat mixed feeling in November, 1966 when I went from Agricultural Economics to Ag. Hall to “break in” to a new job during the few weeks that Herb Kramer remained at Nebraska. The new job appeared challenging and demanding; at the same time I loved my own research activities, and felt more than one pang at the inevitable break which I sensed would occur to that part of my life

Freewriting by Hand Versus Typing: An Initial Investigation into Students’ Attitudes and Performance

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Are Resources and Support Necessary or Just Nice in Post-program Application?

This study uses matched survey data (n=1356) to explore the relationship between post-educational application and five contextual variables. Significant positive associations were found between contextual and outcome variables; significant differences were found between post and follow-up ratings of contextual variables. What happens after adult education programs may have more effect on post-educational application than what happens during educational programs

Intercultural Now?: A Japanese Short-Term Study Abroad Experience

This phenomenological study investigated the lived experience of seven Japanese university students who participated in short-term study abroad programs in Southeast Asia. The seven participants were a part of groups of twenty-four Japanese students who studied the local language and conducted fieldwork projects with local university students in Thailand or Malaysia. Results of this study showed that four themes emerged across each case’s description of his or her short-term study abroad experience: (a) recognizing, (b) interacting, (c) developing, and (d) maintaining. Furthermore, the analysis revealed participants described development in their attitudes, knowledge, and ability to relate and interact across cultures. Participants described their fieldwork interactions and daily interactions with local university students as the situations that promoted this development. This study suggests that intercultural competence, as conceptualized by Deardorff’s (2006) process model of intercultural competence, could be self-reported by the seven participants describing what it was like to participate in Southeast Asia. Finally, this study discusses the relevance of the results to Deardorff’s (2006) process model of intercultural competence

Minority participation in Kosovo Elections : opportunities and challenges

QC 2011062