Journal articles on the topic 'Teaching Scholarships, fellowships, etc'

This article aims to reflect on space, time and education in two distinct but related ways: space and time as components of pedagogy, focusing on drama in the curriculum, where space and time frame language and gesture in a complex mode of communication; and as dimensions of historiographical analysis of the evolution of educational policies and practices. Considering progressive innovations of teaching through drama in Britain and Japan, we explore relationships across space and time, drawing on documentary and mainly published evidence. For primary sources we draw on the writing of individuals such as Shoyo Tsubouchi and Kuniyoshi Obara in Japan, Harriet Finlay-Johnson and Henry Caldwell Cook in Britain. We identify a number of progressive schools, their enterprise and experiments, and consider the role of national and international forums. Sources include professional journals in English and Japanese languages, the New Education Fellowship, its conferences and its journal New Era as vehicles for exchange. Taking a critical approach to historiography, the article refers to more recent pedagogical discourse and historical scholarship by Takeo Fujikura, Manami Yoda, Gavin Bolton, Mary Bowmaker and Helen Nicholson. It concludes by considering lessons for education history, and legacies for drama in education, reflecting on current challenges for school drama in light of its past.

Academics at higher institutions are expected to conduct research critical to effective teaching, knowledge production, and community development. However, in Africa, research seems to be more motivated by promotion than by problem-solving initiatives. This has left a gap in effective teaching at the higher education level since most academics appear to be more interested in research than teaching, as their career advancement depends on the former. According to evidence, research motivated by promotion contributes far less to effective learning and critical understanding than research-driven by problem-solving initiatives. This disparity appears to be impeding African universities' ability to contribute successfully to the global knowledge economy. Despite this, Africa's university system is affected by a lack of funding, administrative bottlenecks, outdated teaching techniques, and a lack of research capabilities. To address these problems and produce knowledge critical to Africa's future, most African institutions, including those in South Africa, have developed several research entities, scholarships, fellowships, and training programs. These platforms allow academics to conduct research, teach and engage in community service to address social issues and provide value to students. Although these programs are commendable, their contributions to effective teaching and critical knowledge in Africa raise concerns, which have received little attention. The article investigates how research stimulates effective learning and knowledge critical to Africa’s development, using David Easton's theoretical input-output nexus, structural-functionalism and qualitative research design drawn from expert opinions interviews. The findings deepen understanding of the extent of contributions of research to effective teaching and critical knowledge. The results also provide approaches for university lecturers to improve research uptake, quality teaching, and critical knowledge. It concludes that a balance between research and teaching would rapidly enhance Africa’s knowledge production for its development.

The increase in health research in sub-Saharan Africa (SSA) has generated large amounts of data and led to a high demand for biostatisticians to analyse these data locally and quickly. Donor-funded initiatives exist to address the dearth in statistical capacity, but few initiatives have been led by African institutions. The Sub-Saharan African Consortium for Advanced Biostatistics (SSACAB) aims to improve biostatistical capacity in Africa according to the needs identified by African institutions, through (collaborative) masters and doctoral training in biostatistics. We describe the SSACAB Consortium, which comprises 11 universities and four research institutions- supported by four European universities. SSACAB builds on existing resources to strengthen biostatistics for health research with a focus on supporting biostatisticians to become research leaders; building a critical mass of biostatisticians, and networking institutions and biostatisticians across SSA. In 2015 only four institutions had established Masters programmes in biostatistics and SSACAB supported the remaining institutions to develop Masters programmes. In 2019 the University of the Witwatersrand became the first African institution to gain Royal Statistical Society accreditation for a Biostatistics MSc programme. A total of 150 fellows have been awarded scholarships to date of which 123 are Masters fellowships (41 female) of which with 58 have already graduated. Graduates have been employed in African academic (19) and research (15) institutions and 10 have enrolled for PhD studies. A total of 27 (10 female) PhD fellowships have been awarded; 4 of them are due to graduate by 2020. To date, SSACAB Masters and PhD students have published 17 and 31 peer-reviewed articles, respectively. SSACAB has also facilitated well-attended conferences, face-to-face and online short courses. Pooling the limited biostatistics resources in SSA, and combining with co-funding from external partners is an effective strategy for the development and teaching of advanced biostatistics methods, supervision and mentoring of PhD candidates.

The increase in health research in sub-Saharan Africa (SSA) has led to a high demand for biostatisticians to develop study designs, contribute and apply statistical methods in data analyses. Initiatives exist to address the dearth in statistical capacity and lack of local biostatisticians in SSA health projects. The Sub-Saharan African Consortium for Advanced Biostatistics (SSACAB) led by African institutions was initiated to improve biostatistical capacity according to the needs identified by African institutions, through collaborative masters and doctoral training in biostatistics. SACCAB has created a critical mass of biostatisticians and a network of institutions over the last five years and has strengthened biostatistics resources and capacity for health research studies in SSA. SSACAB comprises 11 universities and four research institutions which are supported by four European universities. In 2015, only four universities had established Masters programmes in biostatistics and SSACAB supported the remaining seven to develop Masters programmes. In 2019 the University of the Witwatersrand became the first African institution to gain Royal Statistical Society accreditation for a Biostatistics Masters programme. A total of 150 fellows have been awarded scholarships to date of which 123 are Masters fellowships (41 female) of whom 58 have already graduated. Graduates have been employed in African academic (19) and research (15) institutions and 10 have enrolled for PhD studies. A total of 27 (10 female) PhD fellowships have been awarded; 4 of them are due to graduate by 2020. To date, SSACAB Masters and PhD students have published 17 and 31 peer-reviewed articles, respectively. SSACAB has also facilitated well-attended conferences, face-to-face and online short courses. Pooling of limited biostatistics resources in SSA combined with co-funding from external partners has shown to be an effective strategy for the development and teaching of advanced biostatistics methods, supervision and mentoring of PhD candidates.

The paper presents an attempt to articulate the link between the notions of «interculturalism», «internationalization», «collaborative online international learning» as a new educational paradigm enhancing intercultural competence of all actors of educational process within jointly established multicultural academic environment. The focus of empirical research is centered on the «internationalization-at-home» paradigm, which is viewed as the nexus of international and intercultural dimensions integrated into formal, non-formal, and informal learning with the application of digital teaching formats such as international virtual exchange and virtual mobility projects, etc. The analysis has been conducted with regard to the internationalisation process at Slovak higher education based on the empirical data provided by online open platforms of Commenius University in Bratislava, Slovak Republic. The collected data have showed that the enhancement of interculturalism in higher education should be aimed at developing more of an education for all in the spirit of recognizing the differences that exist within the same society, and less an education for different cultures, which would involve isolation of cultural groups. Among the results of the research the ways of achieving interculturality at higher educational institution are highlighted, such as: simultaneous learning of at least two foreign languages; integration in twinning European programmes; obtaining scholarships for academic mobility (including virtual one), etc.

The period of the first half of the nineteenth century is characterized by a significant number of the pedagogical education projects development, which can be divided into two main groups: the author’s (M. Demkov, V. Ivanovsky, G. Kollontay, M. Pirogov, М. Troitsky, K. Ushinsky, T.Chacky, etc.) and official (authorized by the Ministry of Public Education). Among them are the projects of Pedagogical Institute in the "Prior Rules of Public Education" (1803), the General Regulations of the Russian Imperial Universities in 1804 and 1835, the Pedagogical Courses Principles (1860, 1865); the draft of the Teaching Institute Regulations (1862) and a number of others. It`s considered that author's approaches significantly influenced the content of the official group and even served as their basis.The analysis of the projects content is allowed to group them into two divisions. The first is the projects of educational institutions for the primary school teachers training (teachers' seminary, teacher's institutes), and the second one is educational institutions for the secondary school teachers training (pedagogical faculties, pedagogical institutes, pedagogical courses, pedagogical seminaries). At the same time, the first projects were planned as an independent, exclusively closed educational institutions of the residential type. Their curricula had to provide the detailed learning of the primary schools disciplines and the teaching methods. A compulsory condition for the existence of the second group was their opening on the basis of universities, which according to the authors of the projects had to provide a broad compulsory education and special training for advanced teaching. The dominant for university teaching institutions was the viewpoint of their open type, which is slightly allowed to reduce the cost of teacher training, providing teacher applicants with scholarships rather than complete public funds.The common requirement for both types of projects was the requirement for compulsory in-depth pedagogical training, which, as a rule, reflected the need to follow the principle of theoretical pedagogical courses unity (pedagogy, didactics, knowledge about upbringing, history of pedagogical currents, etc.) and pedagogical training.Thereby the pedagogical institute on this basis was opened in the structure of the University of St. Volodymyr in Kyiv in 1834. Having passed the difficult historical path, today is known in the world educational space by a large-scale innovative activity as National Pedagogical Dragomanov University, it is still the custodian of the university pedagogical institute idea of the 1830s, traditions of teacher training.

Effective implementation of higher education policy is impossible without adequate financial support for higher education institutions. Given the deficit of budget funds, the higher education institutions faced significant difficul-ties in the formation of financial resources for the implementation of their functions, which forced them to look for sources of additional funds, especially extra-budgetary sources of funding. The purpose of the article is to study the economic and legal aspect extra-budgetary financing of higher education institutions, in particular to substantiate the feasibility of diversifying financial resources of higher education institutions in in conditions of reducing budget funding; coverage of certain areas of extra-budgetary activities of higher education institutions and attraction of charitable assistance (fundraising). It is substantiated that the diversification of sources of funding for higher edu-cation institutions is associated with chronic budget underfunding, increased competition between higher education institutions, the need to increase the salaries of research and teaching staff, etc. It was found that extra-budgetary sources of funding for higher education institutions are divided into funds from extra-budgetary activities and earmarked funds. Certain areas of extra-budgetary activities of the higher education institutions are identified: the field of educational services (paid education, preparation for admission to the higher education institutions, and in-dependent external evaluation, retraining, advanced training, training of foreign students, providing individual paid consultations, paid short courses and seminars, etc.), research and production activities (contractual research work, consulting activity; innovation incubators, scientific and technical parks, etc.), commercial activity (publishing of textbooks, rent of areas and scientific equipment, etc.), services for students and staff (paid services for nutrition, treatment and rehabilitation), financial asset management. It is noted that the main source of extra-budgetary funds of higher education institutions of state and communal forms of ownership are funds from the provision of paid educational services. The content of fundraising as a new direction of attracting attraction of financial support by the educational institution is considered. The expediency of creating an endowment (permanent free economic fund) for the purpose of financing scholarships, research grants and other programs has been proved.

Gender became the attention of contemporary scholarships when women were found in domestic issues as well as gender inequality in terms of job opportunities, education, health, political participation etc. Many studies have been carried out regarding women issues and provided policies and laws to provide opportunities for women to contribute in the society. So, gender presentation in school textbooks is newly emerging field of study in the academia. The present study focuses on women presentation in school textbooks of Balochistan. The English Books for Class I, to V were taken as sample for present study. These books were selected through purposive sampling. All conversations, texts and images related to women misrepresentation were taken from selected books. These data were analysed by the help of Michal Foucault’s theory of power/Knowledge and Discourse Analysis and also Cultural Hegemony by Antonio Gramsci. The findings of the present study suggest that textbooks of Balochistan are clearly misrepresenting women and promoting the male hegemony. The women are shown in domestic works and teaching jobs which are considered soft works. On the other hand, men are shown in school administrations, public domains, ownerships and in those jobs which need more power and energy. So, it is clear that schools textbooks promote the gender biased approach because men are shown in powerful, prestigious, well reputed and respectable jobs and women are shown in less respected and less valued positions.

The article deals the achievements of the Department of Ukrainian Studies for 12 years of its work, as well as outlines the prospects for the future. The peculiarities of the education system in the Republic of Korea, the form of education, the attitude of students to the educational process, the problems of the first years of teaching the Ukrainian language at the Department of Ukrainian Studies at the Hankuk University of Foreign Studies are highlighted. Today there are 3 teachers and 2 lecturers and about 100 students at the Department of Ukrainian Studies. The education system in Korean universities is built on the American model: training lasts 4 years. The academic year coincides with the calendar year. The first semester begins on March 1 and lasts exactly 16 weeks, as well as the second semester begins on September 1 and also lasts 16 weeks. The Department of Ukrainian Studies trains only bachelors. The curriculum at the Department of Ukrainian Studies meets the requirements of the Ministry of Education and Science of Korea and the general university regulations on study at the faculties of regional studies. Disciplines taught at the Faculty of Ukrainian Studies include Ukrainian language (beginning, intermediate and advanced level), history of Ukraine, culture, literature, art, politics, economics, translation, as well as comparative disciplines related to Ukraine in local lore, philosophy and pedagogical aspects. Another aspect to focus on is the peculiarities of Korean students’ education and their attitude to education in general. Features of the Korean education system related to Confucianism, so Korean students: (a) prefer grammar-/vocabulary-based rote learning to higher-order thinking (problem-solving, critical thinking, etc.); (b) are passive absorbers of information, rather than active discoverers; (c) are unable to use the target language; and (d) have their ability for creativity and risk-taking burned out of them by a hierarchical, teachercentered, test-driven, memory-based education system. Special attention is paid to scientific and methodological activities (development and publication their own textbooks) and publishing activities at the Department of Ukrainian Studies, in particular, the Korean Journal of Ukrainian Studies (KJUS, 2020) – the first journal of Ukrainian studies not only in Korea but also in the world. Among the prospects that need to be addressed as a matter of priority are: certification of knowledge of Korean students, the problem of state scholarships (exchange programs at the expense of Ukraine) and support of Ukrainian studies centers abroad by state institutions of Ukraine. Key words: Department of Ukrainian Studies, Hankuk University of Foreign Studies, education system, Korean students, Ukrainian as a foreign language.

Field-based research programs offer students a singular opportunity to understand that today there are no simple scientific, economic or socio-political answers to the complex questions facing governments, communities, and local organizations. Through their research, students can gain a first-hand appreciation that decision making in the real world is a mix of all these disciplines, and that they have a vital role to play in participating in this process. According to the most recent Open Doors report (2006), issued by the Institute of International Education, about 206,000 US students studied abroad in 2004/5. While about 55% studied in Europe, an increasing number studied in other host countries around the world. Social science and physical science students comprised about 30% of all US study abroad students in this period. While study abroad programs encompassing a field research component are still in the minority, an increasing number of home institutions and field-based providers are supporting and conducting these types of programs. As the student papers in this Special Issue of Frontiers demonstrate, there is high quality work being produced by undergraduates in settings as diverse as France, Thailand, Kenya, South Africa and Mali. For these students this opportunity was likely a new experience, involving living and studying in international settings; dealing with language and culture differences; matriculating in programs operated by host country universities, independent program providers, or their home institution’s international program; and learning how to conduct research that meets professional standards. Much has been written and discussed regarding pre-departure orientation of US students studying abroad, along with studies and evaluations of the study abroad experience. Less discussion and research has focused on the experiences of the on-site faculty and staff who host students and incorporate field-based research into their courses and programs. These courses and programs involving student research include the following types: • International university-based research, in which the student conducts research on a topic as part of a course or term paper; • Independent field-based research, in which the student identifies a topic, organizes the project, and conducts the field work, analysis, write-up, etc. for an overall grade; • Collective field-based research, in which students, working under the guidance of a professor (either US or international), conduct a research project as part of a US-based course, or complementary to the professor’s research focus; • Client-focused, directed, field-based research in which the research conducted is in response to, or in collaboration with, a specific client ranging from an NGO, to a corporation, to an indigenous community, or a governmental agency. The purpose of this article is to describe some of the issues and challenges that on-site faculty and staff encounter in preparing and supporting US undergraduate students to conduct formal research projects in international settings in order to maximize their success and the quality of their research. The perspectives described below have been gathered through informal surveys with a range of international program faculty and staff; discussions with program managers and faculty; and through our own experience at The School for Field Studies (SFS), with its formal directed research model. The survey sought responses in the following areas, among others: preparing students to conduct successfully their field-based research in a different socio-cultural environment; the skill building needs of students; patterns of personal, cultural, and/or technical challenges that must be addressed to complete the process successfully; and, misconceptions that students have about field-based research. Student Preparation Students work either individually or in groups to conduct their research, depending on the program. In either case on-site faculty and staff focus immediately on training students on issues ranging from personal safety and risk management, to cultural understanding, language training, and appropriate behavior. In programs involving group work, faculty and staff have learned that good teamwork dynamics cannot be taken for granted. They work actively with students in helping them understand the ebb and flow of groups, the mutual respect which must be extended, and the active participation that each member must contribute. As one on-site director indicates, “Students make their experience what it is through their behavior. We talk a lot about respecting each other as individuals and working together to make the project a great experience.” Cultural and sensitivity training are a major part of these field-based programs. It is critical that students learn and appreciate the social and cultural context in which they will conduct their research. As another on-site director states, “It is most important that the students understand the context in which the research is happening. They need to know the values and basic cultural aspects around the project they will be working on. It is not simply doing ‘good science.’ It requires understanding the context so the science research reaches its goal.” On-site faculty and staff also stress the importance of not only understanding cultural dynamics, but also acting appropriately and sensitively relative to community norms and expectations. Language training is also a component of many of these programs. As a faculty member comments, “Students usually need help negotiating a different culture and a new language. We try to help the students understand that they need to identify appropriate solutions for the culture they are in, and that can be very difficult at times.” Skill Building Training students on the technical aspects of conducting field-based research is the largest challenge facing most on-site faculty and staff, who are often struck by the following: • A high percentage of students come to these programs with a lack of knowledge of statistics and methods. They’ve either had very little training in statistics, or they find that real world conditions complicate their data. According to one faculty member, “Statistics are a big struggle for most students. Some have done a class, but when they come to work with real data it is seldom as black and white as a text book example and that leads to interpretation issues and lack of confidence in their data. They learn that ecology (for example) is often not clear, but that is OK.” • Both physical and social science students need basic training in scientific methodology in order to undertake their projects. Even among science majors there is a significant lack of knowledge of how to design, manage and conduct a research project. As a program director states, “Many students begin by thinking that field research is comprised only of data collection. We intensively train students to understand that good research is a process that begins with conceptualization of issues, moves into review of relevant literature, structures a research hypothesis, determines indicators and measurements, creates the research design, collects data, undertakes analysis and inference. This is followed by write-up in standard scientific format for peer review and input. This leads to refining earlier hypotheses, raising new questions and initiating further research to address new questions.” Consistently, on-site faculty have indicated that helping students understand and appreciate this cycle is a major teaching challenge, but one that is critical to their education and the success of their various field research projects. • The uncertainty and ambiguity that are often present in field research creates challenges for many students who are used to seeking ‘the answer in the book.’ On-site faculty help students understand that science is a process in which field-based research is often non-linear and prone to interruption by natural and political events. It is a strong lesson for students when research subjects, be they animal or human, don’t cooperate by failing to appear on time, or at all, and when they do appear they may have their own agendas. Finally, when working with human communities, student researchers need to understand that their research results and recommendations are not likely to result in immediate action. Program faculty help them to understand that the real world includes politics, conflicting attitudes, regulatory issues, funding issues, and other community priorities. • Both physical and social science students demonstrate a consistent lack of skill in technical and evidence-based writing. For many this type of writing is completely new and is a definite learning experience. As a faculty member states, “Some students find the report writing process very challenging. We want them to do well, but we don’t want to effectively write their paper for them.” Challenges The preceding points address some of the technical work that on-site faculty conduct with students. Faculty also witness and experience the ‘emotional’ side of field-based research being conducted by their students. This includes what one faculty member calls “a research-oriented motivation” — the need for students to develop a strong, energized commitment to overcome all the challenges necessary to get the project done. As another professor indicates, “At the front end the students don’t realize how much effort they will have to expend because they usually have no experience with this sort of work before they do their project.” Related to this is the need for students to learn that flexibility in the research process does not justify a sloppy or casual approach. It does mean a recognition that human, political, and meteorological factors may intervene, requiring the ability to adapt to changed conditions. The goal is to get the research done. The exact mechanics for doing so will emerge as the project goes on. “Frustration tolerance” is critical in conducting this type of work. Students have the opportunity to learn that certain projects need to incorporate a substantial window of time while a lengthy ethics approval and permit review system is conducted by various governmental agencies. Students learn that bureaucracies move at their own pace, and for reasons that may not be obvious. Finally, personal challenges to students may include being uncomfortable in the field (wet, hot, covered in scrub itch) or feeling over-tired. As a faculty member states, “Many have difficulty adjusting to the early mornings my projects usually involve.” These issues represent a range of challenges that field-based research faculty and staff encounter in working with undergraduate students in designing and conducting their research projects around the world. In my own experience with SFS field-based staff, and in discussions with a wide variety of others who work and teach on-site, I am consistently impressed by the dedication, energy and commitment of these men and women to train, support and mentor students to succeed. As an on-site director summarizes, essentially speaking for all, “Fortunately, most of the students attending our program are very enthusiastic learners, take their limitations positively, and hence put tremendous effort into acquiring the required skills to conduct quality research.” Summary/Conclusions Those international program faculty and staff who have had years of experience in dealing with and teaching US undergraduates are surprised that the US educational system has not better prepared students on subjects including statistics, scientific report formatting and composition, and research methodologies. They find that they need to address these topics on an intensive basis in order for a substantial number of students to then conduct their research work successfully. Having said this, on-site faculty and staff are generally impressed by the energy and commitment that most students put into learning the technical requirements of a research project and carrying it out to the best of their abilities. Having students conduct real field-based research, and grading these efforts, is a very concrete method of determining the seriousness with which a student has participated in their study abroad program. Encouraging field-based research is good for students and good for study abroad because it has the potential of producing measurable products based on very tangible efforts. In a number of instances students have utilized their field research as the basis for developing their senior thesis or honors project back on their home campus. Successful field research has also formed the basis of Fulbright or Watson proposals, in addition to other fellowships and graduate study projects. An increasing number of students are also utilizing their field research, often in collaboration with their on-site program faculty, to create professional conference presentations and posters. Some of these field-based research models also produce benefits for incountry clients, including NGOs, corporations and community stakeholders. In addition to providing the data, analyses, technical information, and recommendations that these groups might not otherwise be able to afford, it is a concrete mechanism for the student and her/his study abroad program faculty and staff to ‘give back’ to local stakeholders and clients. It changes the dynamic from the student solely asking questions, interviewing respondents, observing communities, to more of a mutually beneficial relationship. This is very important to students who are sensitive to this dynamic. It is also important to their program faculty and staff, and in most cases, genuinely appreciated by the local stakeholders. In essence, community identified and responsive research is an excellent mechanism for giving to a community — not just taking from it. An increasing interest in conducting field-based research on the part of US universities and their students may have the effect of expanding the international destinations to which US students travel. A student’s sociological, anthropological, or environmental interest and their desire to conduct field research in that academic discipline, for example, may help stretch the parameters of the student’s comfort level to study in more exotic (non-traditional) locales. Skill building in preparing for and conducting field-based research is an invaluable experience for the student’s future academic and professional career. It is a fairly common experience for these students to indicate that with all the classroom learning they have done, their study abroad experience wherein they got their hands dirty, their comfort level stretched, their assumptions tested, and their work ethic challenged, provided them with an invaluable and life changing experience. Conducting field-based research in an international setting provides real world experience, as the student papers in this edition of Frontiers attest. It also brings what may have only been academic subjects, like statistics, and research design and methodology, to life in a real-conditions context. On a related note, conducting real field-based work includes the requirement to endure field conditions, remote locations, bad weather, personal discomforts, technological and mechanical breakdowns, and sometimes dangerous situations. Field research is hard work if it is done rigorously. In addition, field work often includes non-cooperating subjects that defy prediction, and may confound a neat research hypothesis. For a student considering a profession which requires a serious commitment to social or physical science field work this study abroad experience is invaluable. It clarifies for the student what is really involved, and it is helpful to the student in assessing their future career focus, as they ask the critical question — would I really want to do this as a fulltime career? US education needs to bridge better the gap between the physical and social sciences. Students are done a disservice with the silo-type education that has been so prevalent in US education. In the real world there are no strictly scientific, economic, or sociological solutions to complex, vexing problems facing the global community. Going forward there needs to be interdisciplinary approaches to these issues by decision makers at all levels. We need to train our students to comprehend that while they may not be an ecologist, or an economist, or a sociologist, they need to understand and appreciate that all these perspectives are important and must be considered in effective decision-making processes. In conclusion, education abroad programs involving serious field-based research are not a distraction or diversion from the prescribed course of study at US home institutions; rather, they are, if done well, capable of providing real, tangible skills and experience that students lack, in spite of their years of schooling. This is the reward that is most meaningful to the international program faculty and staff who teach, mentor and support US students in conducting their field-based research activities. As an Australian on-site program director stated, “there are relatively few students who are adequately skilled in these (field research) areas when they come to our program. Most need a lot of instruction and assistance to complete their research projects, but that of course is part of what we’re all about — helping students acquire or improve these critical skills.” This is the real service that these programs and on-site faculty and staff offer to US undergraduates. Paul Houlihan, President The School for Field Studies

This selected list omits prize contests and a number of purely literary fellowships. For larger, more inclusive lists, see Annual Register of Grant Support 1986–87, 20th ed. (Wilmette: National Register, 1986); Directory of Research Grants 1987, 12th ed. (Phoenix: Oryx, 1987); Financial Aid for Minorities in Education, ed. Mary T. Christian and Ruth Swann (Garrett Park: Garrett Park, 1980); The Foundation Directory, 10th ed. (New York: Foundation Center, 1985; supp. 1986); The Foundation Grants Index, 15th ed. (New York: Foundation Center, 1986); Fulbright and Other Grants for Graduate Study Abroad, 1988–89 (New York: Inst. of International Education, 1987); Directory of Graduate Programs: 1986 and 1987, 4 vols. (Princeton: ETS, 1985); Virginia P. White, Grants: How to Find Out about Them and What to Do Next (New York: Plenum, 1975); The Grants Register, 1987–89, 10th ed., ed. Craig Alan Lerner and Roland Turner (New York: St. Martin's, 1986); Scholarships, Fellowships, and Loans, vol. 7, ed. S. Norman Feingold and Marie Feingold (Bethesda: Bellman, 1982), vol. 8 (1986); Study Abroad: 1986–87, 1987–88, vol. 25 (New York: Unipub, 1986); and Teaching Abroad, ed. Barbara Connotillo (New York: Inst. of International Education, 1984). Information on philanthropic foundations; books on fellowships and grants; and periodicals such as Foundation Grants to Individuals (a biannual) and the Foundation Grants Index Bimonthly, which covers over two thousand recent grants in each issue, may be obtained from the Foundation Center, 79 Fifth Ave., New York, NY 10003 (212 620-4230).

This selected list omits prize contests and a number of purely literary fellowships. For larger, more inclusive lists, see Annual Register of Grant Support 1991 (Wilmette: National Register, 1990); Directory of Research Grants 1990 (Phoenix: Oryx, 1990); Financial Aid for Minorities in Education (Garrett Park: Garrett Park, 1990); The Foundation Directory, 12th ed. (New York: Foundation Center, 1989); The Foundation Grants Index, 18th ed. (New York: Foundation Center, 1989); Fulbright and Other Grants for Graduate Study Abroad, 1991-92 (New York: Inst. of International Education, 1990); Directory of Graduate Programs: 1990 and 1991, 4 vols. (Princeton: ETS, 1990); Virginia P. White, Grants: How to Find Out about Them and What to Do Next (New York: Plenum, 1975); The Grants Register, 1989-91, ed. Craig Alan Lerner and Roland Turner (New York: St. Martin's, 1990); Scholarships, Fellowships, and Loans, ed. S. Norman Feingold and Marie Feingold, vol. 7 (Bethesda: Bellman, 1982), vol. 8 (1987); Study Abroad: 1988-91 (Lanham: Unipub, 1988); and Teaching Abroad, 4th ed., ed. Edrice Howard (New York: Inst. of International Education, 1988). The Linguistic Society of America (Suite 211, 1325 18th St., NW, Washington, DC 20036) publishes the “Guide to Grants and Fellowships in Languages and Linguistics.” Information on philanthropic foundations; books on fellowships and grants; and periodicals such as Foundation Grants to Individuals (a biannual) and the Foundation Grants Index Bimonthly, which covers over two thousand recent grants in each issue, may be obtained by writing to the Foundation Center, 79 5th Ave., New York, NY 10003, or by calling 212 620-4230.

IN GENERAL, THE MODERN LANGUAGE ASSOCIATION OFFERS NO GRANTS OR FELLOWSHISHIPS of any kind. Current graduate students, however, may qualify for financial assistance to attend the annual convention. For details, see A Concise Guide to Activities and Services, in this issue. The following list provides an overview of fellowship and grant programs; potential applicants should write to the foundations for complete information on procedures and requirements. The list omits prize contests and a number of purely literary fellowships. Larger, more inclusive lists include Annual Register of Grant Support (New Providence: Bowker); Directory of Research Grants (Phoenix: Oryx); Financial Aid for Minorities in Education (Garrett Park: Garrett Park); The Foundation Directory (New York: Foundation Center); The Foundation Grants Index (New York: Foundation Center); Fulbright and Other Grants for Graduate Study Abroad (New York: Inst. of Intl. Educ.); Directory of Graduduate Programs, Vol. D: Arts and Humanities (New York: Warner); Virginia P. White, Grants: How to Find Out about Them and What to Do Next (New York: Plenum); The Grants Register (New York: St. Martin's); Scholarships, Fellowships, and Loans (Detroit: Gale); Study Abroad (Lanham: Unipub); and Teaching Abroad (New York: Inst. of Intl. Educ.). The Linguistic Society of America (1325 18th St., NW, Suite 211, Washington, DC 20036-6501; 202 835-1714; http://www.lsadc.org) publishes the Guide to Grants and Fellowships in Linguistics. Information on philanthropic foundations, books on fellowships and grants, and periodicals such as Foundation Grants to Individuals (a biannual) and the Foundation Grants Index Quarterly may be obtained by writing or calling the Foundation Center, 79 5th Ave., New York, NY 10003-3076 (212 620-4230; http://fdncenter.org).

In general, the modern language association offers no grants or fellowships of any kind. Current graduate students, however, may qualify for financial assistance to attend the annual convention. For details, see A Concise Guide to Activities and Services, in this issue. The following list provides an overview of fellowship and grant programs; potential applicants should write to the foundations for complete information on procedures and requirements. The list omits prize contests and a number of purely literary fellowships. Larger, more inclusive lists include Annual Register of Grant Support (New Providence: Bowker); Directory of Research Grants (Phoenix: Oryx); Financial Aid for Minorities in Education (Garrett Park: Garrett Park); The Foundation Directory (New York: Foundation Center); The Foundation Grants Index (New York: Foundation Center); Fulbright and Other Grants for Graduate Study Abroad (New York: Inst. of Intl. Educ.); Directory of Graduate Programs, Vol. D: Arts and Humanities (New York: Warner); Virginia P. White, Grants: How to Find Out about Them and What to Do Next (New York: Plenum); The Grants Register (New York: St. Martin's); Scholarships, Fellowships, and Loans (Detroit: Gale); Study Abroad (Lanham: Unipub); and Teaching Abroad (New York: Inst. of Intl. Educ.). The Linguistic Society of America (1325 18th St., NW, Suite 211, Washington, DC 20036–6501; 202 835–1714; http://www.lsadc.org) publishes the Guide to Grants and Fellowships in Linguistics. Information on philanthropic foundations, books on fellowships and grants, and periodicals such as Foundation Grants to Individuals (a biannual) and the Foundation Grants Index Quarterly may be obtained by writing or calling the Foundation Center, 79 5th Ave., New York, NY 10003–3076 (212 620–4230; http://fdncenter.org).

In general, the modern language association offers no grants or fellowships of any kind. Current graduate students, however, may qualify for financial assistance to attend the annual convention. For details, see A Concise Guide to Activities and Services, in this issue. The following list provides an overview of fellowship and grant programs; potential applicants should write to the foundations for complete information on procedures and requirements. The list omits prize contests and a number of purely literary fellowships. Larger, more inclusive lists include Annual Register of Grant Support (New Providence: Bowker); Directory of Research Grants (Phoenix: Oryx); Financial Aid for Minorities in Education (Garrett Park: Garrett Park); The Foundation Directory (New York: Foundation Center); The Foundation Grants Index (New York: Foundation Center); Fulbright and Other Grants for Graduate Study Abroad (New York: Inst. of Intl. Educ.); Directory of Graduate Programs, Vol. D: Arts and Humanities (New York: Warner); Virginia P. White, Grants: How to Find Out about Them and What to Do Next (New York: Plenum); The Grants Register (New York: St. Martin's); Scholarships, Fellowships, and Loans (Detroit: Gale); Study Abroad (Lanham: Unipub); and Teaching Abroad (New York: Inst. of Intl. Educ.). The Linguistic Society of America (1325 18th St., NW, Suite 211, Washington, DC 20036–6501; 202 835–1714; http://www.lsadc.org) publishes the Guide to Grants and Fellowships in Linguistics. Information on philanthropic foundations, books on fellowships and grants, and periodicals such as Foundation Grants to Individuals (a biannual) and the Foundation Grants Index Quarterly may be obtained by writing or calling the Foundation Center, 79 5th Ave., New York, NY 10003–3076 (212 620–4230; http://fdncenter.org).

IN GENERAL, THE MODERN LANGUAGE ASSOCIATION OFFERS NO GRANTS OR FELLOWSHISHIPS of any kind. Current graduate students, however, may qualify for financial assistance to attend the annual convention. For details, see A Concise Guide to Activities and Services, in this issue. The following list provides an overview of fellowship and grant programs; potential applicants should write to the foundations for complete information on procedures and requirements. The list omits prize contests and a number of purely literary fellowships. Larger, more inclusive lists include Annual Register of Grant Support (New Providence: Bowker); Directory of Research Grants (Phoenix: Oryx); Financial Aid for Minorities in Education (Garrett Park: Garrett Park); The Foundation Directory (New York: Foundation Center); The Foundation Grants Index (New York: Foundation Center); Fulbright and Other Grants for Graduate Study Abroad (New York: Inst. of Intl. Educ.); Directory of Graduduate Programs, Vol. D: Arts and Humanities (New York: Warner); Virginia P. White, Grants: How to Find Out about Them and What to Do Next (New York: Plenum); The Grants Register (New York: St. Martin's); Scholarships, Fellowships, and Loans (Detroit: Gale); Study Abroad (Lanham: Unipub); and Teaching Abroad (New York: Inst. of Intl. Educ.). The Linguistic Society of America (1325 18th St., NW, Suite 211, Washington, DC 20036-6501; 202 835-1714; http://www.lsadc.org) publishes the Guide to Grants and Fellowships in Linguistics. Information on philanthropic foundations, books on fellowships and grants, and periodicals such as Foundation Grants to Individuals (a biannual) and the Foundation Grants Index Quarterly may be obtained by writing or calling the Foundation Center, 79 5th Ave., New York, NY 10003-3076 (212 620-4230; http://fdncenter.org).

Although the items printed in this section are meant to serve the professional interests of the membership, the editor does not solicit the items and cannot vouch for their reliability. Members should therefore exercise reasonable judgment in responding to them.In General, the Modern Language Association offers no grants or fellowships of any kind. Current graduate students, however, may qualify for financial assistance to attend the annual convention. For details, see A Concise Guide to Activities and Services, in this issue. The following list provides an overview of fellowship and grant programs; potential applicants should write to the foundations for complete information on procedures and requirements. The list omits prize contests and a number of purely literary fellowships. Larger, more inclusive lists include Annual Register of Grant Support (Wilmette: Natl. Register); Directory of Research Grants (Phoenix: Oryx); Financial Aid for Minorities in Education (Garrett Park: Garrett Park); The Foundation Directory (New York: Foundation Center); The Foundation Grants Index (New York: Foundation Center); Fulbright and Other Grants for Graduate Study Abroad (New York: Inst. of Intl. Educ); Directory of Graduate Programs, Vol. B: Arts and Humanities (New York: Warner); Virginia P. White, Grants: How to Find Out about Them and What to Do Next (New York: Plenum); The Grants Register (New York: St. Martin's); Scholarships, Fellowships, and Loans (Detroit: Gale); Study Abroad (Lanham: Unipub); and Teaching Abroad (New York: Inst. of Intl. Educ). The Linguistic Society of America (1325 18th St., NW, Suite 211, Washington, DC 20036-6501; 202 835-1714) publishes the Guide to Grants and Fellowships in Linguistics. Information on philanthropic foundations, books on fellowships and grants, and periodicals such as Foundation Grants to Individuals (a biannual) and the Foundation Grants Index Quarterly may be obtained by writing or calling the Foundation Center, 79 5th Ave., New York, NY 10003-3076 (212 620-4230).

Although the items printed in this section are meant to serve the professional interests of the membership, the editor does not solicit the items and cannot vouch for their reliability. Members should therefore exercise reasonable judgment in responding to them.In General, the Modern Language Association offers no grants or fellowships of any kind. Current graduate students, however, may qualify for financial assistance to attend the annual convention. For details, see A Concise Guide to Activities and Services, in this issue. The following list provides an overview of fellowship and grant programs; potential applicants should write to the foundations for complete information on procedures and requirements. The list omits prize contests and a number of purely literary fellowships. Larger, more inclusive lists include Annual Register of Grant Support (Wilmette: Natl. Register); Directory of Research Grants (Phoenix: Oryx); Financial Aid for Minorities in Education (Garrett Park: Garrett Park); The Foundation Directory (New York: Foundation Center); The Foundation Grants Index (New York: Foundation Center); Fulbright and Other Grants for Graduate Study Abroad, 1999-2000 (New York: Inst, of Intl. Educ); Directory of Graduate Programs, Vol. B: Arts and Humanities (New York: Warner); Virginia P. White, Grants: How to Find Out about Them and What to Do Next (New York: Plenum); The Grants Register, 1997-99 (New York: St. Martin's); Scholarships, Fellowships, and Loans (Detroit: Gale); Study Abroad: 1998-99 (Lanham: Unipub); and Teaching Abroad (New York: Inst. of Intl. Educ). The Linguistic Society of America (1325 18th St., NW, Suite 211, Washington, DC 20036; 202 835-1714) publishes the Guide to Grants and Fellowships in Linguistics. Information on philanthropic foundations, books on fellowships and grants, and periodicals such as Foundation Grants to Individuals (a biannual) and the Foundation Grants Index Quarterly may be obtained by writing or calling the Foundation Center, 79 5th Ave., New York, NY 10003 (212 620-4230).

The potential of a state university for entrepreneurial university transformation is determined in this study by using the mixed method, specifically the concurrent triangulation design. Strengths, weaknesses, challenges and issues are highlighted based on the guiding framework for entrepreneurial universities by the European Commission – Organization for Economic Cooperation and Development (EC-OECD). Middle level managers of the institution served as participants providing data through survey instrument and interviews. Results revealed that generally the university is Going Entrepreneurial, particularly in leadership and governance; organizational capacity, people and incentives; entrepreneurship development in teaching and learning; and pathways for entrepreneurs. It is Almost Entrepreneurial in its business/external relationships for knowledge exchange, and as an internationalized institution; and only in measuring the impact of entrepreneurial university that it is described as Initially Going Entrepreneurial. Challenges and issues identified that may affect the internal system consist political leadership openness to support development plans and projects; presence of internationally-popular eco-tourism, farm tourism, cultural and heritage tourism potentials; booming business atmosphere in the province and the region; availability of local and international scholarships and fellowships for staff and students; presence of commercial banks offering loan credits; and presence of private colleges and learning centers. Recommendations for internal policy consideration include the revisit and inclusion in the strategic plan of an entrepreneurial agenda; appropriation of budget to support the entrepreneurial projects or start-ups by the faculty, staff and students; and exploration of functional engagements and linkages with external (local and international) stakeholders and willing business partners, experts and entities who could help put up or invest on incubators, science parks and the like.

Gender became the attention of contemporary scholarships when women were found in domestic issues as well as gender inequality in terms of job opportunities, education, health, political participation etc. Many studies have been carried out regarding women issues and provided policies and laws to provide opportunities for women to contribute in the society. So, gender presentation in school textbooks is newly emerging field of study in the academia. The present study focuses on women presentation in school textbooks of Balochistan. The English Books for Class I, to V were taken as sample for present study. These books were selected through purposive sampling. All conversations, texts and images related to women misrepresentation were taken from selected books. These data were analysed by the help of Michal Foucault’s theory of power/Knowledge and Discourse Analysis and also Cultural Hegemony by Antonio Gramsci. The findings of the present study suggest that textbooks of Balochistan are clearly misrepresenting women and promoting the male hegemony. The women are shown in domestic works and teaching jobs which are considered soft works. On the other hand, men are shown in school administrations, public domains, ownerships and in those jobs which need more power and energy. So, it is clear that schools textbooks promote the gender biased approach because men are shown in powerful, prestigious, well reputed and respectable jobs and women are shown in less respected and less valued positions.