Dissertations / Theses on the topic 'Internship'

This internship report by Caleb Yu is to complete the program of the Arts Administration at UNO. The intern describes the nature of his work and suggests the possible future development of the UNO Fine Arts Gallery.

This report describes the internship I spent at the Krasnodar Regional Center of Fine Arts in Russia. The Art Center is a leading fine arts organization in the Krasnodar Region of the Russian Federation and as such operates under the principles governing arts organization in Russia in general. I describe the managerial structure of the Art Center and responsibilities of each department, explain the specifics of the Art Center and the difficulties, problems and barriers that impact the functioning of the Art Center. I also present an in-depth analysis of the strengths and weaknesses as well as threats and opportunities available to the Art Center as identified through a SWOT analysis. After analyzing the four basic areas of this art organization including management, marketing, development and financial management, and comparing them to best practices in the field, I suggest recommendations to help remedy the weaknesses, emphasize the strengths and resolve identified problems. The steps required to implement the recommendations suggested are also presented. Finally I discuss the contribution to the Art Center including both its short and long-term effects of my participation on the organization.

During my introductory interview, the professional duties outlined to me included a broad spectrum of areas. I would be responsible for coordinating all components of the production and presentation process, handling such intricate details as the payment of the performers and the design of the program to the scheduling of security personnel and the maintenance of departmental instruments. It would also be my responsibility to serve as the reservation agent for all departmental facilities by coordinating both on and off campus bookings for Dixon Hall, Dixon Recital Hall, Dixon Reception Hall, The Weinmann Patio Theatre, and the Myra Clare Rogers Memorial Chapel. Most importantly, it would be my responsibility to actively promote and seek media coverage and audiences for all events of the department. (Only through this exposure can the department expect to fill its house and maintain its academic reputation thereby ensuring the continued financial support of the public.)

An estimated 1.5 million underemployed or unemployed college graduates have one or more college degrees, and many have high loan debt. Policy makers, students, and institutions of higher education are all concerned with the question of how prepared students are to enter the workforce upon graduation, yet little is known about whether internships are a strategy to improve career preparedness and gainful employment after graduation. Guided by Dewey and Kolb's experiential learning theory, the purpose of this nonexperimental study was to evaluate the impact of internships on career preparation from the perspective of graduates, specifically to evaluate whether graduates perceive participation in an internship improved their level of career preparedness in human services related fields. Post-internship survey data were acquired from a group of 21 graduates using the Career Benefits of CO-OP/Internship Experience instrument who were enrolled in a degree program at various colleges and universities in southeastern Virginia. These data were analyzed using a paired t test to compare pre and post internship perceptions of career preparedness. Results indicate a statistically significant improvement between the pre-internship and post-internship perceptions (p = .05). Furthermore, the study offers support to the notion that experiential learning may impact career success. This result indicates that internships may have a positive impact on career progression and gainful employment after graduation. The positive social change implications of this study includes recommendations to policy makers and university leaders to construct academic programs that incorporate internship opportunities, particularly to promote overall student success and future gainful employment.

Since its inception in 1986, Southern Rep has maintained a formidable reputation for providing quality artistic programming as a nonprofit theatre company. Despite this status, dwindling government funding for arts in the United States combined with a decline in earned revenue and audience attendance has impacted Southern Rep’s operations. The result is an increased need for development and fundraising activities. The purpose of this report is to document my internship with Southern Rep from September 4, 2012 through June 5, 2013. My assessment is written from the perspective of an Arts Administrator functioning in a development capacity. By identifying Southern Rep’s internal strengths and weaknesses combined with external opportunities and threats which impact its operations, I will provide recommendations to achieve sustainability of contemporary drama in a conservative yet emergent environment.

Mestrado em Biomedicina Farmacêutica
Este relatório descreve a minha experiência de 9 meses enquanto estagiário na Eurotrials, Consultores Científicos, uma Empresa especializada em investigação clínica e consultoria científica. Este estágio desenrolou-se em duas vertentes: formação multidisciplinar e monodisciplinar. A formação multidisciplinar envolveu alguma forma de participação activa em diferentes departamentos desta Empresa, com o objectivo de obter uma perspectiva alargada do processo multidisciplinar inerente ao desenvolvimento clínico de produtos de saúde. A formação monodisciplinar concentrou-se na área de estatística médica, sendo realizada no departamento de Bioestatística da Empresa, com o objectivo de obter conhecimentos práticos de aplicação da estatística à investigação em saúde, implicando também a interiorização de conceitos estatísticos fundamentais. Este estágio permitiu-me compreender de forma mais aprofundada o trabalho multidisciplinar necessário para a realização adequada de um projecto de investigação clínica. Permitiu-me também não só adquirir conhecimentos importantes de análise estatística, mas também compreender, de forma mais clara, o papel da estatística na investigação clínica, como ferramenta essencial no planeamento do estudo, análise e interpretação dos dados obtidos.
This report describes my experience of 9 months as an intern at Eurotrials, Scientific Consultants, a company devoted to clinical research and scientific consulting. This internship developed in two aspects: multidisciplinary and monodosciplinary training. Multidisciplinary training involved active participation in different departments of this Company, with the objective of obtaining a broad perspective on the multidisciplinary process of the clinical development of medical products. Monodisciplinary training was focused in medical statistics, being carried out in the Biostatistics department of the Company. The objective was to obtain practical knowledge for the application of statistics in health sciences. This implied the learning of fundamental statistical concepts. This internship allowed me to understand, in depth, the multidisciplinary work necessary for an adequate performance of a clinical research project. It also allowed me to acquire valuable knowledge in statistical analysis, as well as to clearly understand the role of statistics in clinical research, as an essential tool in study planning, analysis and interpretation of data obtained.

Internships have become an integral part of post-secondary education, while also serving as a means for students to distinguish themselves as job candidates. Although internship programs have formally been in place for over a hundred years, surprisingly little research has been done into the topic, even though more than three out of four students participate in at least one internship before they graduate college. The purpose of this study is to develop and test an internship evaluation tool that will help educators distinguish the high quality internship opportunities from low quality ones. Based on management profiling questionnaires that became popular in the 1970s, we have devised this instrument, the Internship Profiling Questionnaire (IPQ), using feedback models of development. Using a sample of Brigham Young University alumni, we conducted an online survey of job placement, job satisfaction, and vocational self-crystallization concept as outcome variables to be predicted from the IPQ.

This internship report describes the student's experiences while working for Louisiana state Museum in New Orleans, one of the largest and oldest historical complexes in the United states. Its mission is to collect, preserve and present the materials which document Louisiana's cultural identity. Included in the Museum holdings are eight historic Vieux Carre properties, four of which function as museums, and an extensive permanent collection (over three million pieces) of fine, decorative, folk and textile arts; military and inventive artifacts; manuscripts; prints; maps; and photographs illustrating the culture and history of Louisiana.

As an administrative intern at Dance Exchange in Takoma Park, MD I had the opportunity to study this organization in a transitional phase following the departure of its founder Liz Lerman. I worked with Dance Exchange from September 6th, 2012 to December 16th, 2012. During that time I updated their media and donor lists, social media outlets, maintained the social media outlets, and assisted in the planning and execution of their HOME events, among other tasks. This paper will serve as an organizational analysis of Dance Exchange. Following this analysis, I will offer suggestions on how Dance Exchange might proceed so as to best benefit the organization and help them continue to be a presence in the field of modern dance.

From September through December 2013, I interned at an organization named Classwish located in New York City. Classwish was founded in 2008. It is a nonprofit organization dedicated to improving the educational environment by helping teachers to get school supplies. The organization’s Mission Statement is, “We empower parents, educators, and local communities to make a positive change in their children's lives by providing them with the supplies they need to learn, grow and excel.” This internship report includes a review of the organizational profile, the duties of my internship as a music marketing intern, an organizational SWOT analysis, best practices in the field, and recommendations based on the organization’s current status.

The following report contains a detailed analysis of the Tipitina’s Foundation. The Foundation serves musicians of all ages in various capacities through its four programs. This report is a culmination of an internship served under the Managing Director, Kim Katner, from January 3rd to May 20th, 2011. This paper includes the Foundation’s history, current operations and management, intern contributions and SWOT analysis. This report also contains my recommendations based on the SWOT analysis, and an analysis of best practices supported by research on similar companies and other organizations in the non-profit sector.

This internship report documents the for--‐profit concert promoter, Bowery Presents: South (Bowery South) and its New Orleans office. An overview of Bowery South and the duties and responsibilities of the internship, performed from January 2015 to June 2015, are detailed within this report. The report also provides an analysis of the company’s strengths, weaknesses, opportunities, and threats (S.W.O.T.), an examination of best practices in the concert promoting industry, and recommendations for the company based on the intern’s observations.

The following internship report is a documentation of my work with Studio Theatre in Washington DC during the summer and fall of 2015. This report is based on my experience as an intern with the Marketing Department, where I had the opportunity to develop several large projects for the theater’s 2015--‐2016 season. Studio Theatre is a strong organization that produces excellent modern plays and strives to present the best work to its audience with every single show. This paper will discuss the different duties of the internship, as well as the organization’s history and structure, organizational strengths and weaknesses, and its future direction.

Mestrado em Biomedicina Farmacêutica
This report presents my internship experience at the Clinical Pharmacology Unit where I could participate in research projects, mainly as a medical writer, data manager, project manager and monitor of observational studies and at the Neurological Clinical Research Unit, where I could work in coordination of clinical trials. The internship is part of the curricular activities of the second year of the Masters in Pharmaceutical Biomedicine, University of Aveiro. The internship took place from 15th September 2015 to June 30th, 2016. This report will address the activities that I performed, namely the coordinating activities of clinical trials and observational studies, or activities related to medical writing. Throughout the internship, I had the opportunity to put into practice the knowledge acquired during the master's degree, and deepen my knowledge of the coordination activities of clinical and observational trials. In scientific writing component, I was able to improve my scientific writing skills, to know how to develop a systematic review and understand some of the concepts of meta-analyses. In conclusion, the internship allowed me to put into practice the knowledge acquired in the University, and served as an extremely valuable learning source and for professional and personal growth.
Este relatório apresenta a minha experiência de estágio na Unidade de Farmacologia Clínica onde pude participar em projetos de investigação, essencialmente como “medical writer”, “data manager”, gestor de projeto e monitor de estudos observacionais e na Unidade Neurológica de Investigação Clínica, onde pude desenvolver atividades de coordenação de ensaios clínicos. O estágio realizou-se entre 15 de setembro de 2015 a 30 de Junho de 2016. O estágio insere-se nas atividades curriculares do segundo ano do Mestrado em Biomedicina Farmacêutica da Universidade de Aveiro. Serve o presente relatório para relatar as atividades que tive a oportunidade de desenvolver, nomeadamente de coordenação de ensaios clínicos e estudos observacionais, bem como as atividades de “medical writer”, farmacovigilância, entre outras. No decurso do estágio, tive a possibilidade de pôr em prática os conhecimentos adquiridos ao longo do Mestrado, e aprofundar o meu conhecimento sobre as atividades de coordenação de ensaios clínicos e observacionais. Na componente de escrita científica, tive a possibilidade de melhorar as minhas capacidades de escrita científica, perceber os processos necessários para a publicação de uma revisão sistemática e compreender algumas noções de meta-análises. Em conclusão, o estágio permitiu-me pôr em prática o conhecimento adquirido no Mestrado em Biomedicina Farmacêutica da Universidade de Aveiro e serviu como nova fonte de aprendizagem e crescimento profissional e pessoal.

This study examined "internships", in order to foster and facilitate their development in schools in an Australian context. Specifically, it explored an introductory program of internship called practernship, generated at the Queensland University of Technology. Practernship is the name applied to the particular period of ten weeks that the participants spent at one Brisbane school, in the final year of their undergraduate preparation. Essentially, -there were two levels of research. First, the narrative of the university-based teacher educator's facilitation of the practemship; and second, the case studies of the partnership of the preservice teachers and school-based teacher educators. In the first instance, the research explored and refined the model proposed for practernship by reviewing the literature on internship, professional development, learning to teach, and supervision. It ascertained the partnership arrangements that facilitate effective micro-level development and made recommendations to foster the ongoing professional development of the preservice teachers, the school-based teacher educators and the university-based teacher educators. In the second instance, the research focussed on the implementation and exploration of the professional partnership between the six preservice teachers and their respective school-based teacher educators during the practemship; it evaluated the practemship in terms of, (I) the learning outcomes of the preservice teachers that emerged during the practemship and, (ii) its impact on the participating school-based teacher educators; and, it identified the key issues that contribute to, or hinder, the achievement of the desired outcomes for both preservice teachers and school-based teacher educators so that recommendations could be made for the future. In doing this the study tested, through the practernship, the validity of the posited principles of internship in an Australian context. These principles, which should be regarded as linked to the each other, are collaboration rather than separation, horizontal partnership rather than hierarchical supervision, critical reflectivity rather than self evaluation, professional development rather than preservice teachers' development, tripartite focus rather than a singular class focus, and holistic experience rather than fragmented experiences. The principles were tested, within the framework of the practemship, to detect if they provided a basis for investigating how to achieve the goals and outcomes. The significance of the attainment of these goals/outcomes meant that the implementation of the practernship was monitored so that teachers' professional development could be interpreted through the lenses ofleaming to teach and supervision. VI In doing this, the study clarified theories of practice regarding professional development, learning to teach and supervision, within the context of professional collaboration and school-based development sessions. The practernship provided parameters of partnership arrangements to be made by both schools and universities. It detailed the extent of the collaboration, not only between system interests but also at the preservice teacher/school-based teacher educator/university-based teacher educator level. The study adds to an emerging literature on internships and the working relationships in the participating dyads in the classroom.

This exploratory qualitative inquiry examined the role of experiential learning in undergraduate business curricula. Business organizations seek graduates with abilities and skills that add immediate value to organizations. However, many organizations feel that graduates are not well prepared by current management education curricula and do not possess adequate skill sets to transition efficiently from students to employees. This research examined the influence of internship programs by comparing and contrasting the experiences of graduates that had participated in internship programs as part of their degree requirements with the experiences of graduates that had not participated in internship programs. The research also sought feedback from human resource managers responsible for hiring decisions in order to obtain the perspective of business organizations as stakeholders. An analysis of the study’s data resulted in four primary findings. Data suggested that traditional coursework plays an important role in helping students develop soft skills (i.e., verbal and written communication, collaboration, and team-building skills) whereas experiential learning in the form of internships was instrumental in helping students develop hard skills (i.e., specific job-related skills such as accounting processes unique to an organization). The data also suggested that internships help facilitate a smoother and successful transition from student to employee. According to the data, both formal and informal mentors play a significant role when transitioning to employment, and many organizations utilized mentors when training interns and new employees. Finally, the data demonstrated that there is a broad range of benefits to incorporating internships into baccalaureate business curricula. These included benefits to the students, institutions, and employers. The study’s findings support the importance of integrating internship opportunities within the business school undergraduate curriculum. The benefits of experiential learning opportunities through internship experiences offer advantages for those lucky enough to participate. However, there are currently too few internship opportunities available to adequately prepare all graduates for the transition from students to employees.

This study investigates employer’s views about whether internships educate students for employability. A case study of a local tertiary institution, the Tertiary School in Business Administration (TSiBA), was undertaken to determine whether the TSiBA internship model equipped final year students with employable skills.

The context of this thesis is learning in internship in New Zealand (NZ). Internship is a period of apprenticeship in medicine which bridges the transition from medical school to practise as a registered doctor. It is a formal apprenticeship leading to the professional practise of medicine, and is central to the identity construction of the junior doctor. However, because the workplace is changing the traditional model of apprenticeship is described in the literature as failing. As a consequence, internship has been subject to cycles of review and reform since the turn of the century, first in the United Kingdom (UK) and more recently in Australia and NZ. Despite the reforms current literature and professional commentary indicate that the problems are not all solved by what are essentially structural reforms. A review of the literature on clinical learning and supervision identifies a gap in the research that is contributing to the wider problem. While it is recognised that supervision is a key component of internship there is no conceptual model or framework to guide supervisory practice or to inform the training of supervisors. This is the problem addressed in this thesis. This thesis proposes a solution using socio-cultural learning theory to understand learning in internship in order to offer an explanation of learning that can inform the supervisory practice; and then for the development of a model of learning and a supervision framework to guide and inform the practice of interns, supervisors and managers in health provider organisations. A review of the literature since 1990 (Chapter 2) shows that there has been very little research on postgraduate supervision but there has been considerable work investigating the learning environment (or the immediate context of learning), drawing on experiential learning theory, describing the attributes of supervisors, devising models for giving feedback, and more recently seeking to understand and explain learning at work and the development of expertise. However, the transference of research findings into a conceptual and structural model of supervision has not occurred. In addition, recent research (2002-2010) has demonstrated that social learning approaches exploring clinical/workplace learning can be useful in bridging this gap. While there is an emerging body of work exploring the immediate (ward or clinic) learning climate there remains an absence of research on supervision and little consideration of the wider organisational and professional context in which internship is conducted. Before proposing a solution, literature describing the learning demands placed on interns and the expectations placed on supervisors is used to develop criteria for a specification to guide the development of a model of supervision that will meet the needs of the sector. The specification recognises the importance of an underlying educational framework that: addresses how learning occurs, how competence is developed, the supervisee and supervisor relationship, relationships with the team, the structure and context of supervision in internship at both the micro-level (learner environment) and the macro-level (organisational and national). The specification also recognizes that within the NZ context a model of practicebased teaching and supervision must be flexible enough to be translated into varied health contexts, including Maori health environments. Certainly in a Maori world view, learning (ako) and health practice is seen as part of the community and knowledge is a treasure (taonga) owned by the community not by individuals. Practice must support the articles of the Treaty of Waitangi and therefore seek to encourage participation, partnership and self determination. (This is a legislative requirement in NZ.) The thesis is reported in three parts looking at the micro-level (learner - supervisor), and macro-level (organizational) levels of the problem, and then bringing these together to inform a framework for supervision. In Part I a series of studies explore interns’ perceptions of learning in clinical areas and support the proposition that a social learning perspective can be applied to internship. The initial exploratory qualitative study shows that interns recognise and value a participatory learning environment with supervision strategies that promote participation and engagement and which are linked to knowledge sharing and identity formation. From these outcomes a model is presented that sets out the critical components that ensure clinical settings are positive learning environments which encourage social interaction. The model also provides an evaluation tool to assess placements as learning environments. Finally, strategies are offered that both supervisors and learners can use to promote and support learning in clinical workplaces. Part II uses document analysis to describe the organisational and professional context of learning in internship in order to lay out clearly the wider environment in which internship is enacted, and to uncover the rich formal, and often tacit, informal learning opportunities available. Critical analysis of Wenger’s (1998) model of communities of practice (CoPs) shows that this conceptual model of learning can provide a framework to organize and consider the learning environment of internship in a way that is more compatible with a teambased approach to the delivery of healthcare than previous perspectives. Importantly, the CoP framework also appears to be compatible with a Maori world view and this offers a platform for future research by, or with, Maori practitioners to develop a blended model of supervision for Maori health contexts. The CoP framework and its potential as a conceptual model in the context on internship was shared and discussed within workshops at conferences and learning events with over 100 practitioners who identify and described three sites where CoPs naturally occur these are: the clinical team who provide patient care, the interprofessional ward or unit and the medical team. In Part III, descriptions of these three sites as CoPs, the data on support structures, formal and informal learning opportunities within health provider organizations and the outcomes from Part I are combined to develop a framework of supervision and to describe the roles and responsibilities of a supervisor. The result of combining these two streams of work is: 1. A model of learning by participation and engagement in clinical practice to guide supervisory practice and assist interns as they develop the skills needed to be active lifelong learners throughout their medical careers. 2. An alternative framework from which interns, supervisors and organisations can view, and therefore plan and coordinate internship. The thesis is upheld that social learning theory is useful as a framework for understanding learning in internship and for developing a framework to guide supervision. The potential to utilise socio-cultural models either as supplementary, or an alternative to individualistic models, and to utilise team and organisational learning is a strategy that fits with discourses about healthcare teams, patient safety, inter-professional learning and the emergent properties and facets of work within current post-reform health services. This thesis offers an alternative way to conceptualise and define the role of the supervisor and the supervisee and transform supervisory practice in a way that aligns it to modern healthcare systems of delivery and accountability with, and to, other health professionals and other stakeholders. This study concludes with recommendations for a framework and overarching structure that is neither implemented nor tested, and this is clearly a necessary direction for future research. It is hoped that publication of this framework will lead to further testing and refinement, including its applicability to Maori, and the exploration by Maori medical educators of the recommendation for a blended model of supervision. Internship as a period of identity formation is introduced within the framework, but is less well explained than was possible within this study and warrants further investigation. More work is also needed to explore the impact on learning of the hierarchical structures in health and the possibility that not all healthcare environments are friendly and supportive.

This internship involved the creation of an historical maritime museum on an island off the Maine coast. The museum documents the history of Seguin Lightstation from 1795 to 1993. This paper describes the process of creating the museum, as well as the political and logistical complications of this particular site. The museum was created in conjunction with The Friends of Seguin Island, a nonprofit organization located in Georgetown, Maine, to promote public awareness of the lightstation's historic value.

The following report documents the internship performed by Michael Indest, Jr. at the Metropolitan Opera Guild in New York City. Since 1935, the Metropolitan Opera Guild has supported the Metropolitan Opera Association as a separate nonprofit organization in order to ensure the continuing survival of this esteemed opera company. The Guild operates from its office buildings in the Rose Building at 70 Lincoln Center Plaza, in New York City. During his time at the Rose Building, Mr. Indest worked closely with the Development and Education Departments, and was responsible for writing instructional study guides and grant appropriate materials for those departments. This report catalogues the duties performed by Mr. Indest and the scope of his contribution. It discusses issues encountered during that process, and also provides a SWOT analysis of the organization. The report examines the best practices performed by similar organizations and provides practical recommendations to foster increased effectiveness within the Guild. Finally, the report discusses Mr. Indest's contributions as an intern and their short and long-term effects. It should also be noted that Mr. Indest's experience was solely with the Guild, and the statements and analysis included in this report do not in any way reflect the practices of the Metropolitan Opera Association.

The following report documents my internship with Tulane Summer Lyric Theatre (SLT) during the summer of 2012. Tulane Summer Lyric Theatre was established in 1968. It is beloved by many faithful patrons in the New Orleans community. During my internship, I worked with the administrative staff and box office manager to focus on box office operations and volunteer oordination. My primary goals were to sell tickets for the upcoming season and to obtain volunteers for purposes of ushering the shows, and keeping patrons happy. This internship report provides an overview of Tulane Summer Lyric Theatre based on observational research and thorough analysis. The report examines organizational strengths, weaknesses, opportunities, threats, internal/external issues, and provides best practices of a similar organization and recommendations for organizational improvement.

The purpose of this internship report is to review and provide recommendations to KID smART based primarily from my work with the organization from March through July of 2009. During this time, I worked directly with the Executive Director and the Program Director. The following report provides a detailed analysis of the organization, including organizational structure, funding, programs, and marketing as they stood at the time of my internship: summer of 2009. Due to the amount of time that has passed since the time of my internship, I will also include updates as to where the organization stands as of summer 2014. Additionally, the report will take a look back at my work with the organization, what has changed in the years since, and how the organization can continue to grow.

The following internship report is an overview of the Contemporary Arts Center (CAC). As a requirement of the Arts Administration Graduate Program at the University of New Orleans, I completed a 480-hour internship spanning three months in the center’s development and membership department. This report combines observational research with the knowledge gained from my studies and subjective research to provide an analysis of the CAC’s current position, strengths, weaknesses, opportunities, and threats, and provides recommendations on how the center can address specific issues with operations and financial management in order to grow as an organization in the future.

This report describes the duties and responsibilities involved in a 480-hour marketing and development internship from June to December of 2014 with Southern Rep Theatre. This first-hand research, supplemented by an earlier, shorter period as a box office associate from February to April of 2014, is used to examine the marketing, development, and managerial practices of the company. This examination includes a SWOT analysis, second-hand research into best practices, and recommendations for the company’s future. Southern Rep is a three decade old 501(c)3 not-for-profit professional theatre company based in New Orleans, which places a special emphasis on producing new works by contemporary playwrights.

This report documents the internship of Lydia Anne Burgess with Omega Production Resource from August 2014 to March 2015. Omega is one of several event lighting companies operating in Greater New Orleans. Omega’s administrative offices are located in the Alario Center situated just inside of Bayou Segnette Park in Westwego, Louisiana. During her internship, Ms. Burgess worked under the direction of the Operations Director and the company founder and CEO. Among her various responsibilities, Ms. Burgess primarily assisted the CEO and Operations Director with administrative duties such as form creation/modernization, file organization, and scheduling. She also undertook marketing analysis for the company. An overview of Omega and of the internship is provided within this report. Additionally, this report provides an analysis of the company’s strengths, weaknesses, opportunities, and threats (S.W.O.T.), recommendations for the company based on Ms. Burgess’ observations, and an examination of best practices performed by similar companies.

Since its origin in 2005, The NOLA Project has sought to bring innovative and high caliber works of theater to New Orleans audiences. Accustomed to performing in various venues due to lack of a permanent theatre, this nonprofit theater company has taken steps to plant roots in the community in other ways, including educational outreach for youth and the development of a new membership program. The purpose of this report is to document my internship with The NOLA Project from April 2014 through April 2015 and to analyze the effectiveness of the company’s operations. My analysis is based on experiences and insights gleaned from my time spent within the organization, focusing primarily on development tasks. I will evaluate the state of the company by addressing current strengths and weaknesses, as well as identifying possible opportunities and threats. This analysis will in turn serve as the basis for recommendations pertaining to plans for the company’s growth and success through the next decade of operation.

Mestrado em Ciências Actuariais
As the final part of the master degree, I started my internship on 25 Febru- ary 2013 at Taylor Fry Consulting Actuaries. During the internship my work mainly involved analyzing the outstanding workers compensation liabilities for self-insured clients. In this report I will describe the process of this anal- ysis. Throughout this report I will explain the procedures I used to value outstanding claims.

As a best practice, many postsecondary institutions in the United States use internships to provide students the option of maximizing their classroom learning with practical experiences. These experiences are not only intended to enhance students’ classroom learning but also to increase their employment marketability upon graduation. The internship process involves three stakeholders—the institution, the students, and the employers—and is often managed by curricular and co-curricular departments. However, the manner in which the program is structured varies from institution to institution and even within the institution. Thus, understanding which structures of undergraduate student internship programs are most effective as an academic component of experiential learning is critical for the overall success of the internship programs. This mixed-methods case study research was designed to examine the Mass Media Arts Department internship structure at the selected institution to identify the components most effective in the students’ experiential learning experience. The study investigated the alignment between the institution’s academic and co-curricular programs, as well as their participating interns’ preparedness and their partner employers readiness. The study also examined the industry’s best practices used by other institutions and recommended by national professional associations to align these variables. Based on the findings of this study, the following four emergent themes were identified to effectively align and integrate the curricular and co-curricular departments, the interns, and the employers: (a) program structure, (b) student preparation, (c) employers’ relations, and (d) program evaluation. Future researchers can further examine these emerging themes to improve the relationship between student preparation as part of human capital and the roles of faculty and administration in aligning internship program processes.

The intern served as a marketing assistant working directly under the Director of Public Relations, Sanna Lee Yoder. The position was originally designed as a twelve-week (three-month) position, but due to financial difficulty, the intern worked part-time and extended the internship an additional month.

The traditional way to learn about social sciences in a university setting includes taking courses that teach theoretical frameworks and scientific methodologies that are required for one’s major area of study. The courses that are taught to students are determined by what major they sign up for. After a student has taken all required courses,what skills does the student have to take with him after graduation? Whether participation is pursued solely for academic credit, for career development, or for civic engagement, an experiential experience typically enhances a student’s connection between academic content and “real world” applications. Bridging the gap between “real world” situations and the classroom demonstrates the need for the application of knowledge. This project’s primary purpose was to examine the student’s internship experience and determine whether it helped to enhance his or her ability to achieve the predicted outcomes of the internship program. A combination of quantitative and qualitative methodologies was deemed appropriate for empirical analysis. This evaluation project measured enhancement outcomes of an internship program, which rationalized potential designs for the undergraduate sociology major/minor and the undergraduate criminology minor, offered by a higher educational institution.

The following report is the analysis of a three-month internship within this organization, and will discuss topics as they relate to the cuniculum of the Arts Administration degree. The for-profit nature of this internship and its completion within a small-scale structure presented me with several not-so-clearly delineated tasks. In order to properly introduce the topics associated with the responsibilities of the assignment at Arthur Roger Gallery, the reader must first become familiar with the nature of the business, and its management structure. Chapter II is exclusively devoted to the purpose of the internship. By considering the role of the intern, who acted in the role of an assistant to the staff, this section will outline the importance of compiling an inventory, and the necessity of maintaining the gallery's website in the most accurate manner. The third chapter of the present report is an attempt to identify the reasons that separate the Arthur Roger Gallery from its competitors. This section will address several elements discussed through our cuniculum, particularly during the Visual Art and Marketing classes. Broadly speaking, it will show that Arthur Roger has fully understood the "who, what, where, why, when and how" of selling fine art in his market area. The final section of the discussion will involve several points dealing principally with management and technical concerns, for the most part related to the growing activity of the business and its recent evolutions.

This detailed report of an internship in the Department of Education at The National D-Day Museum includes a profiling of the Museum, description of the internship, an analysis of the Museum's management challenges, recommendation for the resolution of the problems, and a discussion of both the short and long range effects of the internship on the organization.

This report gives a history of the Louisiana Children's Museum, New Orleans, Louisiana. It discusses the Museum's mission, management structure, funding, programs and goals. The internship itself describes the projects in which the intern was involved and the planning that went into these projects. The major project of the internship was a workshop for teachers to instruct them on how to incorporate arts in the classroom, thus the name "Fine Arts in the Classroom." Other projects involved implementation of activities for new areas and updating current exhibits.

This report documents an internship that was served at the Aquarium of the Americas in New Orleans, Louisiana from 16 January 1989 through 7 April 1989. The purpose of the internship was to observe the administration of the internship organization in order to perform a managerial analysis. Another goal was to engage in administrative tasks in order to gain practical experience at a managerial level. The Aquarium of the Americas is a department of the Audubon Institute, which, in turn, is supervised by the Audubon Park Commission. As a result, those organizations are also included as subjects for analysis. The internship is a requirement of the graduate program in Arts Administration at the University of New Orleans.

This internship report describes the student's experiences from January until May 1992, while she worked for the Visual Arts Department of the Contemporary Arts Center in New Orleans, Louisiana. The paper will also give the reader some insight into the history and the current operating conditions of the Center. The Contemporary Arts Center (CAC) is a non-profit, government and community supported institution, and is the home of the nation's third largest artists' organization, the National Association of Artists' Organization. The CAC offers over 250 performances, exhibits, screenings, concerts, workshops, classes and lectures all year round. In addition, it provides services to artists, including information on fellowships and grants, umbrella project support and technical assistance. Exhibits are often accompanied by forums and panel discussions to enhance the public's awareness and appreciation of the works. Programming draws from local, regional, national and international art communities and attracts an annual audience of more than 50,000. At the time of this internship the CAC was in its second year in newly renovated facilities. Prior to 1990, the Center had been a dusty and drafty warehouse that had provided alternative space to show contemporary work in all the arts since 1976. Economic conditions in New Orleans, as in many parts of the South, are in recession and local financial support for cultural activities and facilities lags far behind expenses. The Visual Arts Department was, along with all other departments of the institution, severely affected by budgetary problems and attendant personnel shortages. The Center needs a lung-term fiscal policy with provisions for contingencies.

The following report documents Charlotte Mintz’s internship from January to April of 2011 at the Vilar Performing Arts Center in Beaver Creek, CO. The Vilar Performing Arts center has presented a fine array of performing arts in a mountain ski resort for the past 13 years. The Vilar Performing Arts Center offers a state of the art venue for residents and visitors to the Vail Valley to visit and see performances including plays, concerts, ballets, operas, and other various family entertainment options. This report analyzes the best practices of the Vilar along with areas with room for improvement.