scholarly journals Evaluation of an International Entrepreneur Exchange Program: Impacts, Lessons Learned, and Implications for Agricultural Development

2017 ◽  
Vol 24 (2) ◽  
pp. 50-64 ◽  
Author(s):  
K. S. U. Jayaratne ◽  
Lisa K. Taylor ◽  
M. Craig Edwards ◽  
Shelly Sitton ◽  
D. Dwayne Cartmell II ◽  
...  
Keyword(s):  
Communication Networks ◽  
Agricultural Development ◽  
New Ventures ◽  
The United States ◽  
Lessons Learned ◽  
Professional Relationships ◽  
Learning Needs ◽  
African Countries ◽  
Customer Services ◽  
International Agricultural Development

This study evaluated a two-way, visitor exchange project for entrepreneurship development between three African countries and the United States. The study’s purpose was to determine outcomes, understand lessons learned, and derive implications for international agricultural development. Findings of the study confirm visiting African Entrepreneur Fellows (AEFs) developed entrepreneurial knowledge, gained business skills, and acquired positive attitudes toward U.S. business and culture. The majority of AEFs had applied acquired knowledge and skills to improve their businesses and promoted open economic ideals, business ethics, and human rights in their businesses. As a result, AEFs were able to expand their business into new ventures, improve customer services, establish communication networks, and serve their communities. Visitor exchange, entrepreneurship-building programs are effective strategies in contributing to development efforts in developing countries. Paying due attention to the selection and matching of U.S. mentors with the business interests and learning needs of international fellows is necessary to ensure their learning expectations are met. It is important to assign international participants with suitable mentors for longer periods of time to increase the likelihood of receiving more in-depth learning experiences and develop lasting professional relationships to further collaboration. Realization of the potential of entrepreneurship-focused, visitor exchange programs between nations as a strategy for international agricultural development is the major implication of this study.

Challenging Popularized Narratives of Immigrant Youth From West Africa: Examining Social Processes of Navigating Identities and Engaging Civically

2017 ◽  
Vol 41 (1) ◽  
pp. 279-310 ◽  
Author(s):  
Vaughn W. M. Watson ◽  
Michelle G. Knight-Manuel
Keyword(s):  
West Africa ◽  
Teaching And Learning ◽  
Immigrant Youth ◽  
The United States ◽  
Social Processes ◽  
Research Literature ◽  
West African ◽  
Learning Needs ◽  
African Countries ◽  
Media Narratives

Given polarizing popular-media narratives of immigrant youth from West African countries, we construct an interdisciplinary framework engaging a Sankofan approach to analyze education research literature on social processes of navigating identities and engaging civically across immigrant youth’s heritage practices and Indigenous knowledges. In examining social processes, we disrupt three areas of inequalities affecting educational experiences of immigrant youth: (a) homogenizing notions of a monolithic West Africa and immigrant youth’s West African countries, (b) deficit understandings of identities and the heterogeneity of Black immigrant youth from West African countries living in the United States, and (c) singular views of youth’s civic engagement. We provide implications for researchers, policymakers, and educators to better meet youth’s teaching and learning needs.

scholarly journals Entrepreneurship Education at Mtech, University of Maryland

Economics ◽  
2015 ◽  
pp. 1129-1153
Author(s):  
James V. Green ◽  
David F. Barbe
Keyword(s):  
New Ventures ◽  
Entrepreneurship Education ◽  
The United States ◽  
Lessons Learned ◽  
University Of Maryland ◽  
Arts And Sciences ◽  
Award Winning ◽  
Experiential Content ◽  
The University ◽  
The U.S

As universities recognize that an entrepreneurial education is an enabler, entrepreneurship is increasingly recognized as higher education's ally. Today, more than 5,000 entrepreneurship courses are offered in over 2,000 college and universities in the United States (U.S.) (Kauffman, 2009). Entrepreneurship education is extending beyond its traditional business school offerings to engineering, arts, and sciences schools as educators develop specialized, experiential content most relevant to their student populations. The Maryland Technology Enterprise Institute (Mtech), a unit of the A. James Clark School of Engineering at the University of Maryland, is a global leader in entrepreneurship education (Barbe, Green, & Chang, 2010). Mtech's award-winning programs are being replicated throughout the U.S. and abroad to serve entrepreneurial students in pursuit of new ventures. Mtech's entrepreneurship courses and programs have more than 1,000 student enrollments annually. This chapter introduces Mtech's approach to entrepreneurship education, defines the inner workings of Mtech's entrepreneurship education initiatives, and discusses best practices and lessons learned.

Entrepreneurship Education at Mtech, University of Maryland

2013 ◽  
pp. 75-99
Author(s):  
James V. Green ◽  
David F. Barbe
Keyword(s):  
New Ventures ◽  
Entrepreneurship Education ◽  
The United States ◽  
Lessons Learned ◽  
University Of Maryland ◽  
Arts And Sciences ◽  
Award Winning ◽  
Experiential Content ◽  
The University ◽  
The U.S

As universities recognize that an entrepreneurial education is an enabler, entrepreneurship is increasingly recognized as higher education’s ally. Today, more than 5,000 entrepreneurship courses are offered in over 2,000 college and universities in the United States (U.S.) (Kauffman, 2009). Entrepreneurship education is extending beyond its traditional business school offerings to engineering, arts, and sciences schools as educators develop specialized, experiential content most relevant to their student populations. The Maryland Technology Enterprise Institute (Mtech), a unit of the A. James Clark School of Engineering at the University of Maryland, is a global leader in entrepreneurship education (Barbe, Green, & Chang, 2010). Mtech’s award-winning programs are being replicated throughout the U.S. and abroad to serve entrepreneurial students in pursuit of new ventures. Mtech’s entrepreneurship courses and programs have more than 1,000 student enrollments annually. This chapter introduces Mtech’s approach to entrepreneurship education, defines the inner workings of Mtech’s entrepreneurship education initiatives, and discusses best practices and lessons learned.

What Can Cave Walls Teach Us?

2011 ◽  
pp. 187-208
Author(s):  
Ruth Gannon Cook ◽  
Caroline M. Crawford
Keyword(s):  
Western Europe ◽  
The United States ◽  
Lessons Learned ◽  
Instructional Designers ◽  
Learning Needs ◽  
Prior Learning ◽  
Electronic Learning ◽  
Education Environment ◽  
Diverse Learning ◽  
E Learning

The question raised in this chapter, “What can cave walls teach us?” is essential because education is increasingly taught within a ubiquitous global electronic venue. Since much of the current electronic learning (e-learning) education environment has been produced in the United States of America, Canada, and Western Europe, many other countries, such as China, Japan, India, and Africa are currently left out of e-learning designs. So the question of how to provide e-learning that accommodates the diverse learning needs of multicultural and multinational learners is becoming critical. This chapter discusses some of the ways instructional designers and educators can utilize lessons learned from the past to facilitate a renaissance of learning across cultures and nations and incorporate prior learning legacies into facilitative, 21st century e-learning. Positive by-products will include more equitable learning opportunities for targeted learners through e-learning and, optimally, more well-rounded learners.

scholarly journals U.S. International Agricultural Development: What Events, Forces, Actors, and Philosophical Perspectives Presaged Its Approach?

2018 ◽  
Vol 25 (2) ◽  
pp. 11-28
Author(s):  
Brandon M. Raczkoski ◽  
M. Craig Edwards
Keyword(s):  
International Development ◽  
Agricultural Development ◽  
Research Question ◽  
The United States ◽  
Historical Narrative ◽  
Key Drivers ◽  
Sustainability Initiatives ◽  
International Agricultural Development ◽  
The U.S

The philosophical perspectives, including significant actors, events, and forces, that influenced and presaged the United States’ approach to international agricultural development are somewhat unclear. The purpose of this historical narrative, therefore, was to understand the key drivers responsible for forging the U.S. framework for technical agricultural assistance abroad, especially in its formative years. The study’s findings were reported by answering two questions. The first question explored historical events, including federal legislative acts and statutes, which precipitated the U.S. approach to international agricultural development. The second research question addressed the philosophical primers imbued in the U.S. approach to international agricultural development, including significant actors responsible for championing it. We assert the environmental pragmatism of Liberty Hyde Bailey and its other proponents was the philosophical foundation and worldview that informed many of the pioneers who guided the U.S. approach to offering agricultural assistance as part of the nation’s international development efforts. As such, we recommend the inclusion of certain aspects of environmentalism in agricultural and extension educator preparation with implications for international and domestic development, including long-term sustainability initiatives.

Characteristics of Physician Relocation Following Hurricane Katrina

2009 ◽  
Vol 95 (1) ◽  
pp. 6-12
Author(s):  
Kusuma Madamala ◽  
Claudia R. Campbell ◽  
Edbert B. Hsu ◽  
Yu-Hsiang Hsieh ◽  
James James
Keyword(s):  
Hurricane Katrina ◽  
Gulf Coast ◽  
General Medicine ◽  
The United States ◽  
Lessons Learned ◽  
Bivariate Analysis ◽  
Fisher Exact Test ◽  
Exact Test ◽  
Factors Associated ◽  
The Impact

ABSTRACT Introduction: On Aug. 29, 2005, Hurricane Katrina made landfall along the Gulf Coast of the United States, resulting in the evacuation of more than 1.5 million people, including nearly 6000 physicians. This article examines the relocation patterns of physicians following the storm, determines the impact that the disaster had on their lives and practices, and identifies lessons learned. Methods: An Internet-based survey was conducted among licensed physicians reporting addresses within Federal Emergency Management Agency-designated disaster zones in Louisiana and Mississippi. Descriptive data analysis was used to describe respondent characteristics. Multivariate logistic regression was performed to identify the factors associated with physician nonreturn to original practice. For those remaining relocated out of state, bivariate analysis with x2 or Fisher exact test was used to determine factors associated with plans to return to original practice. Results: A total of 312 eligible responses were collected. Among disaster zone respondents, 85.6 percent lived in Louisiana and 14.4 percent resided in Mississippi before the hurricane struck. By spring 2006, 75.6 percent (n = 236) of the respondents had returned to their original homes, whereas 24.4 percent (n = 76) remained displaced. Factors associated with nonreturn to original employment included family or general medicine practice (OR 0.42, 95 percent CI 0.17–1.04; P = .059) and severe or complete damage to the workplace (OR 0.24, 95 percent CI 0.13–0.42; P < .001). Conclusions: A sizeable proportion of physicians remain displaced after Hurricane Katrina, along with a lasting decrease in the number of physicians serving in the areas affected by the disaster. Programs designed to address identified physician needs in the aftermath of the storm may give confidence to displaced physicians to return.

Radical Subject Acceleration for Gifted Students: One School's Response

2019 ◽  
pp. 29-46
Author(s):  
Kaye Chalwell ◽  
Therese Cumming
Keyword(s):  
Gifted And Talented ◽  
Gifted Students ◽  
Subject Area ◽  
Lessons Learned ◽  
Gifted Student ◽  
Learning Needs ◽  
Mathematically Gifted ◽  
Support Students ◽  
Insight Into

Radical subject acceleration, or moving students through a subject area faster than is typical, including skipping grades, is a widely accepted approach to support students who are gifted and talented. This is done in order to match the student’s cognitive level and learning needs. This case study explored radical subject acceleration for gifted students by focusing on one school’s response to the learning needs of a ten year old mathematically gifted student. It provides insight into the challenges, accommodations and approach to radical subject acceleration in an Australian school. It explored the processes and decisions made to ensure that a gifted student’s learning needs were met and identified salient issues for radical subject acceleration. Lessons learned from this case study may be helpful for schools considering radical acceleration.

Winning the Argument and Moving the Fight: The Legacy of a Grassroots Humanitarian

Public Voices ◽  
2016 ◽  
Vol 14 (1) ◽  
pp. 115
Author(s):  
Mary Coleman
Keyword(s):  
Higher Education ◽  
United States ◽  
Winning Strategy ◽  
Supreme Court Decision ◽  
The United States ◽  
Colleges And Universities ◽  
Lessons Learned ◽  
The Political ◽  
Political Actors ◽  
Trade Offs

The author of this article argues that the two-decades-long litigation struggle was necessary to push the political actors in Mississippi into a more virtuous than vicious legal/political negotiation. The second and related argument, however, is that neither the 1992 United States Supreme Court decision in Fordice nor the negotiation provided an adequate riposte to plaintiffs’ claims. The author shows that their chief counsel for the first phase of the litigation wanted equality of opportunity for historically black colleges and universities (HBCUs), as did the plaintiffs. In the course of explicating the role of a legal grass-roots humanitarian, Coleman suggests lessons learned and trade-offs from that case/negotiation, describing the tradeoffs as part of the political vestiges of legal racism in black public higher education and the need to move HBCUs to a higher level of opportunity at a critical juncture in the life of tuition-dependent colleges and universities in the United States. Throughout the essay the following questions pose themselves: In thinking about the Road to Fordice and to political settlement, would the Justice Department lawyers and the plaintiffs’ lawyers connect at the point of their shared strength? Would the timing of the settlement benefit the plaintiffs and/or the State? Could plaintiffs’ lawyers hold together for the length of the case and move each piece of the case forward in a winning strategy? Who were plaintiffs’ opponents and what was their strategy? With these questions in mind, the author offers an analysis of how the campaign— political/legal arguments and political/legal remedies to remove the vestiges of de jure segregation in higher education—unfolded in Mississippi, with special emphasis on the initiating lawyer in Ayers v. Waller and Fordice, Isaiah Madison

scholarly journals The Global Limb Anatomic Staging System (GLASS) for CLTI: Improving Inter-Observer Agreement

2021 ◽  
Vol 10 (16) ◽  
pp. 3454
Author(s):  
Joep G. J. Wijnand ◽  
Devin Zarkowsky ◽  
Bian Wu ◽  
Steven T. W. van Haelst ◽  
Evert-Jan P. A. Vonken ◽  
...  
Keyword(s):  
Staging System ◽  
The United States ◽  
Lessons Learned ◽  
Observer Agreement ◽  
Lesion Length ◽  
Solid Base ◽  
Stepwise Approach ◽  
Additional Tool ◽  
Atherosclerotic Lesions ◽  
Stenosis Severity

Objective: The 2020 Global Vascular Guidelines aim at improving decision making in Chronic Limb-Threatening Ischemia (CLTI) by providing a framework for evidence-based revascularization. Herein, the Global Limb Anatomic Staging System (GLASS) serves to estimate the chance of success and patency of arterial pathway revascularization based on the extent and distribution of the atherosclerotic lesions. We report the preliminary feasibility results and observer variability of the GLASS. GLASS is a part of the new global guideline and posed as a promising additional tool for EBR strategies to predict the success of lower extremity arterial revascularization. This study reports on the consistency of GLASS scoring to maximize inter-observer agreement and facilitate its application. Methods: GLASS separately scores the femoropopliteal (FP) and infrapopliteal (IP) segment based on stenosis severity, lesion length and the extent of calcification within the target artery pathway (TAP). In our stepwise approach, we used two angiographic datasets. Each following step was based on the lessons learned from the previous step. The primary outcome was inter-observer agreement measured as Cohen’s Kappa, scored by two (step 1 + 2) and four (step 3) blinded and experienced observers, respectively. Steps 1 (n = 139) and 2 (n = 50) were executed within a dataset of a Dutch interventional RCT in CLTI. Step 3 (n = 100) was performed in randomly selected all-comer CLTI patients from two vascular centers in the United States. Results: In step 1, kappa values were 0.346 (FP) and 0.180 (IP). In step 2, applied in the same dataset, the use of other experienced observers and a provided TAP, resulted in similar low kappa values 0.406 (FP) and 0.089 (IP). Subsequently, in step 3, the formation of an altered stepwise approach using component scoring, such as separate scoring of calcification and adding a ruler to the images resulted in kappa values increasing to 0.796 (FP) and 0.730 (IP). Conclusion: This retrospective GLASS validation study revealed low inter-observer agreement for unconditioned scoring. A stepwise component scoring provides acceptable agreement and a solid base for further prospective validation studies to investigate how GLASS relates to treatment outcomes.

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