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The paper tests the hypothesis that countries tend to present a more favorable international behavior toward the United States when their heads of state had previous contact with US educational institutions. A prosopographical survey of the heads of state of the countries that make up the Group of Latin America and Caribbean Countries (GRULAC-UN) was carried out, specifically observing which of these had contact with US educational institutions. To measure positioning in relation to the US, it was adopted as a proxy variable the voting patterns of these states in the UN General Assembly compared to the US voting patterns. Since these are two dichotomous variables, the Yule Coefficient of Association was calculated to verify the strength of the relationship between them. All variations of the test returned a low positive association, fluctuating between 0.108 and 0.202. The results provided evidence to support the hypothesis that prior contact with US educational institutions by heads of state produces a more positive attitude of these nations toward the US., El artículo pone a prueba la hipótesis de que los países tienden a presentar un comportamiento internacional más favorable hacia los Estados Unidos cuando sus jefes de Estado han tenido contactos previos con instituciones educacionales estadounidenses.  Se realizó un estudio prosopográfico de los jefes de Estado de los países que integran el Grupo Regional de América Latina y el Caribe (GRULAC-ONU), observando específicamente cuáles de ellos han tenido contacto con instituciones educacionales estadounidenses. Para medir el posicionamiento en relación con EE.UU., se adoptó como variable sustitutiva el patrón de voto de estos estados en la Asamblea General de las Naciones Unidas, comparado con el patrón de voto estadounidense. Puesto que se tratan de dos variables dicotómicas, se calculó el coeficiente de asociación de Yule para verificar la fuerza de la relación entre ellas. Todas las variaciones de la prueba arrojaron una asociación positiva baja, que fluctuó entre 0,108 y 0,202. Los resultados aportaron pruebas que corroboran la hipótesis de que el contacto previo de los jefes de Estado con las instituciones educacionales estadounidenses produce una actitud más positiva de estas naciones hacia los Estados Unidos., O artigo testa a hipótese de que países tendem a apresentar um comportamento internacional mais favorável em relação aos Estados Unidos quando seus chefes de Estado tiveram contato prévio com instituições de ensino estadunidenses. Foi feito um levantamento prosopográfico dos chefes de Estado dos países que compõem o Grupo Latino-Americano e Caribenho na Organização das Nações Unidas (GRULAC-ONU), observando especificamente quais destes tiveram contato com instituições de ensino estadunidenses. Para medir o posicionamento em relação aos EUA, foi adotada como variável proxy os padrões de votação desses Estados na Assembleia Geral da ONU, comparados aos padrões de votação estadunidenses. Por se tratarem de duas variáveis dicotômicas, foi calculado o Coeficiente de Associação de Yule para verificar a força da relação entre elas. Todas as variações do teste retornaram uma associação positiva baixa, flutuando entre 0,108 e 0,202. Os resultados forneceram evidências que corroboram com a hipótese de que o contato prévio com instituições de ensino estadunidenses por parte de chefes de Estado produz uma postura mais positiva dessas nações em relação aos EUA.

The paper tests the hypothesis that countries tend to present a more favorable international behavior toward the United States when their heads of state had previous contact with US educational institutions. A prosopographical survey of the heads of state of the countries that make up the Group of Latin America and Caribbean Countries (GRULAC-UN) was carried out, specifically observing which of these had contact with US educational institutions. To measure positioning in relation to the US, it was adopted as a proxy variable the voting patterns of these states in the UN General Assembly compared to the US voting patterns. Since these are two dichotomous variables, the Yule Coefficient of Association was calculated to verify the strength of the relationship between them. All variations of the test returned a low positive association, fluctuating between 0.108 and 0.202. The results provided evidence to support the hypothesis that prior contact with US educational institutions by heads of state produces a more positive attitude of these nations toward the US., El artículo pone a prueba la hipótesis de que los países tienden a presentar un comportamiento internacional más favorable hacia los Estados Unidos cuando sus jefes de Estado han tenido contactos previos con instituciones educacionales estadounidenses.  Se realizó un estudio prosopográfico de los jefes de Estado de los países que integran el Grupo Regional de América Latina y el Caribe (GRULAC-ONU), observando específicamente cuáles de ellos han tenido contacto con instituciones educacionales estadounidenses. Para medir el posicionamiento en relación con EE.UU., se adoptó como variable sustitutiva el patrón de voto de estos estados en la Asamblea General de las Naciones Unidas, comparado con el patrón de voto estadounidense. Puesto que se tratan de dos variables dicotómicas, se calculó el coeficiente de asociación de Yule para verificar la fuerza de la relación entre ellas. Todas las variaciones de la prueba arrojaron una asociación positiva baja, que fluctuó entre 0,108 y 0,202. Los resultados aportaron pruebas que corroboran la hipótesis de que el contacto previo de los jefes de Estado con las instituciones educacionales estadounidenses produce una actitud más positiva de estas naciones hacia los Estados Unidos., O artigo testa a hipótese de que países tendem a apresentar um comportamento internacional mais favorável em relação aos Estados Unidos quando seus chefes de Estado tiveram contato prévio com instituições de ensino estadunidenses. Foi feito um levantamento prosopográfico dos chefes de Estado dos países que compõem o Grupo Latino-Americano e Caribenho na Organização das Nações Unidas (GRULAC-ONU), observando especificamente quais destes tiveram contato com instituições de ensino estadunidenses. Para medir o posicionamento em relação aos EUA, foi adotada como variável proxy os padrões de votação desses Estados na Assembleia Geral da ONU, comparados aos padrões de votação estadunidenses. Por se tratarem de duas variáveis dicotômicas, foi calculado o Coeficiente de Associação de Yule para verificar a força da relação entre elas. Todas as variações do teste retornaram uma associação positiva baixa, flutuando entre 0,108 e 0,202. Os resultados forneceram evidências que corroboram com a hipótese de que o contato prévio com instituições de ensino estadunidenses por parte de chefes de Estado produz uma postura mais positiva dessas nações em relação aos EUA.

El reciente Máster Universitario en Diagnosis y Técnicas de Intervención en la Edificación MUDIATEC (Máster Oficial), que se imparte en la Escuela Politécnica Superior de Edificación de Barcelona (EPSEB-UPC), ofrece una formación complementaria a los grados de Arquitectura, Arquitectura Técnica e Ingeniería Civil. El Programa docente incorpora aspectos fundamentales de la rehabilitación y la restauración, sin olvidar las competencias necesarias para entender los procesos constructivos y ahondar en ellos. Presentamos el Máster MUDIATEC en el 1 Congreso de Escuelas de Edificación y Arquitectura Técnica de España con los siguientes objetivos: ¿ Favorecer la colaboración y el intercambio de experiencias exitosas, en el ámbito de la diagnosis y la rehabilitación en edificación, entre el profesorado de las distintas escuelas, incorporando sesiones invitadas en formato on line y la participación en actividades docentes como la co-tutoría de Trabajos Finales de Máster ¿ Fomentar la investigación en un ámbito tan estratégico como la rehabilitación, con la identificación de las líneas que demanda la situación económica, social y ambiental relacionada con el sector de la edificación ¿ Compartir el campo de acción de los másters propios de las escuelas de edificación para identificar el mapa de fortalezas y generar sinergias de intercambio y consolidación. [ENGLISH] The recent Master's degree in Diagnosis and Intervention Techniques in Building Construction (MUDIATEC), which is offered at the Barcelona School of Building Construction (EPSEB-UPC), provides complementary training to the degrees of Architecture, Technical Architecture and Civil Engineering. The teaching program incorporates fundamental aspects of rehabilitation and restoration, without forgetting the necessary skills to understand and delve into construction processes. We are presenting the Master MUDIATEC at the 1st Congress of Schools of Building and Technical Architecture of Spain with the following objectives, Peer Reviewed, Postprint (published version)

When virtual exchange projects pair up L1 English speakers and ELF speakers, the first can be implicitly positioned as language experts, the second as learners. But ELF speakers are often more experienced in negotiating spoken and written communication. Are speakers of native English equally prepared to accommodate ELF speakers? This consideration inspired a project that connected students in the US with students in Italy. These students recorded spoken interactions that we analyzed to explore how the students used specific communication strategies (CS). Results show that ELF speakers efficiently used CSs, especially self-rephrasing, a key self-repair strategy based on pre-empting problems of understanding in ELF. Compared to L1 English speakers, ELF speakers proved to be more resourceful and more adept at transforming spoken communication into an act of mediation. Training in ELF did help the L1 English speakers adjust their speech, but these students need more extensive and systematic training to develop their communication skills in ELF interactions.

Academic virtual exchanges provide opportunities to meet with increasing demands on higher education establishments to internationalize (O’Dowd, 2016; Helm, 2016). The present study considers an example of internationalization for home students at Bordeaux University, France, who participated in the Erasmus + Virtual Exchange programme from 2019-21. Erasmus virtual exchange enables students to participate in study mobility programmes without having to physically travel abroad to engage in intercultural communicative situations. The Erasmus Virtual Exchange programme (EVE), which focused on the theme of Cultural Encounters, marks the new ‘critical’ turn in intercultural exchange (O’Dowd, 2016; Helm, 2016). In this context, French speaking Chemistry Masters students interacted in English on this topic via weekly 2-hour webinars with other non-native English-speaking students from other participating universities in Europe and the Mediterranean region. Virtual exchange therefore offered the students the opportunity to go beyond English for Specific Purposes (ESP) in relation to Chemistry, and to use the transversal skills that EVE can offer for the workplace, including ‘soft skills’ and intercultural competence (Nye, 2004; Martin & Nakayama, 2015). Consequently, the study addresses how virtual exchanges incite wider language and pedagogical perspectives for students at Bordeaux University. The methods used to address the research question were the qualitative analysis of the students’ reflective journals, questionnaire feedback on the programme and focus groups with both students and staff involved. The study reveals new challenges for educators preparing future graduates for a complex multi-lingual and multi-cultural learning environment where English is the current lingua franca. The study also shows that students described virtual exchange as more authentic than the interactions they had previously experienced within the ESP classroom because they were not able to r

There has been a lot of debate among researchers on intercultural activities of crossborder mobility (Dervin, 2011, Henze and Zhu, 2012, Machart and Lim, 2013). Since the word ‘culture’ is used to put people in different categories and create culturally different Others, the question arises whether it can explain all intercultural activities in mobile students’ experiences or do they represent occurrences of “interculturality without culture?” (Dervin 2010). The study of ‘intercultural’ activities should focus on the experiences and interactions between individuals, and cultural identification processes of interculturality should not refer to any kind of static ‘culture’ during the sojourn. According to Dervin & Machart (2015), it is believed that social and personal representations of the Other’s culture impact attitudes and subsequently behaviours. In this study, a liquid intercultural approach is employed to examine how Malaysian students represent themselves, Germany and German speakers, and the impact of this representation on student mobility. Interviews were conducted with students in the B.A German programme in Malaysia who took part in a cross-border academic mobility programme in Germany, as well as with students who did not take part in any mobility programme. Participants were asked on their representations of Germany and German speakers, and their motivation to participate in the mobility programme. Students who have been to Germany were also asked on their ‘intercultural’ encounters in the host country. Using Mixed Intersubjectivity (Dervin,2013), the analysis would entail how participants identified themselves as non-native language learners and how they perceived Germany, the impact of their representations on their motivation to study abroad and how mobile participants faced interculturality when they were in Germany. The focus of the study is on how the participants talked instead of what they said about themselves, the Other and the encounters the

There has been a lot of debate among researchers on intercultural activities of crossborder mobility (Dervin, 2011, Henze and Zhu, 2012, Machart and Lim, 2013). Since the word ‘culture’ is used to put people in different categories and create culturally different Others, the question arises whether it can explain all intercultural activities in mobile students’ experiences or do they represent occurrences of “interculturality without culture?” (Dervin 2010). The study of ‘intercultural’ activities should focus on the experiences and interactions between individuals, and cultural identification processes of interculturality should not refer to any kind of static ‘culture’ during the sojourn. According to Dervin & Machart (2015), it is believed that social and personal representations of the Other’s culture impact attitudes and subsequently behaviours. In this study, a liquid intercultural approach is employed to examine how Malaysian students represent themselves, Germany and German speakers, and the impact of this representation on student mobility. Interviews were conducted with students in the B.A German programme in Malaysia who took part in a cross-border academic mobility programme in Germany, as well as with students who did not take part in any mobility programme. Participants were asked on their representations of Germany and German speakers, and their motivation to participate in the mobility programme. Students who have been to Germany were also asked on their ‘intercultural’ encounters in the host country. Using Mixed Intersubjectivity (Dervin,2013), the analysis would entail how participants identified themselves as non-native language learners and how they perceived Germany, the impact of their representations on their motivation to study abroad and how mobile participants faced interculturality when they were in Germany. The focus of the study is on how the participants talked instead of what they said about themselves, the Other and the encounters the

The mobility of students to foreign countries is a very important phenomenon in the context of globalization and the internationalization of higher education and the factors such as: the image of the institution, the country, the city, the curriculum evaluation, the cost, the difficulty For admission and even personal reasons can determine the choice of the country of destination. Spain is an option of choice for many foreign students and the flow of Brazilian students to this country is significant. The authors consider that these flows may be even larger in the future. So, this article seeks to identify the factors taken into account by university students when choosing to study Spanish universities. The methodology used to answer the research problem is through an exploratory study, qualitative approach with in-depth interviews with twenty-three Brazilian students of official master's and doctoral programs., Postprint (author's final draft)

This paper aims to consolidate a sample of existing academic literature on the modes, trends, risks and challenges of the internationalization of higher education in Latin America published over the last 15 years -- Following a systematic literature review methodology, it was seeking to analyze and synthesize a sample of 25 published academic articles on the specifically chosen topic -- As a consequence of this review, it was found that progress has been made on the subject and there is an awareness of the impact it has on quality, international indicators still lag far behind those of more developed regions -- The creation and implementation of accreditation and evaluations processes, the commodification of higher education and the presence of new providers and regionalization efforts were perceived as trending topics in the publications -- Risks and challenges such as lack of governmental support and brain drain, are respectively perceived by researchers as the most concerning -- Finally, an emphasis is made on the comprehensiveness that must characterize this process in order to be successful, meaning that it should “embrace all the educational processes” (Gacel-Ávila, 2007, 406)

Colombian universities´ interest in increasing their internationalization activities grows every day -- However, many institutions lack clarity regarding the factors that explain the emergence and evolution of this phenomenon, which impacts their abilities to define properly the set of actions needed to undertake this endeavor -- In order to help overcome this situation, this article proposes the existence of three different ways to understand the phenomena and the types of internationalization activities to implement in each case -- It also presents the internationalization in house model as a useful tool to achieve this goal in light of the reading universities make of this ongoing process

With more than 30 million articles in 287 languages, Wikipedia allows volunteers from around the world make contributions towards the creation of the most complete encyclopedia ever written by humanity. By collecting 10-second contributions from over 100 million web users a day, project reCAPTCHA has digitized more than 13 million articles of The New York Times, dating from 1851 to the present. 12.5 million active users learn new languages every day using the collaborative platform Duolingo, and while doing so, they are helping to translate online content from one language to another in a costless manner. These are just some of the examples reflecting how we can harness the power of human collaboration to solve some of the most challenging problems in a sustainable manner. In this paper, we present the Dootrip system, a collaborative social-network based technology implementing a CO2-neutral global transportation system. By focusing on technology, information sharing, excess capacity and global collaboration, the Dootrip system effectively enables the transport of goods without incurring any economic cost and without altering the planet's ecological footprint. We have implemented the Dootrip system as part of the Labdoo humanitarian social network to help deliver unused laptops sanitized and loaded with education software to schools in need around the globe. Having planted the first seed in Southern California, in three years the Labdoo/Dootrip system has organically grown and spread across more than 90 countries, providing laptops to a growing number of more than 270 schools and servicing more than 65,000 children., Peer Reviewed, Postprint (published version)

El auge por la internacionalización de la educación primero en las Instituciones de Educación Superior y posteriormente en las instituciones de educación básica y media, son el resultado de las exigencias que la sociedad le hace a la educación al jugar esta un papel fundamental en el desarrollo científico y tecnológico que impulsa el progreso de las naciones, la EDUCACIÓN es una ventaja competitiva y también es un instrumento para la comprensión intercultural -- Cardoso (s.f.) afirma: “Desde este punto de vista, la educación no puede quedar al margen del proceso de internacionalización, más aun cuando se trata del mejor y más legítimo medio para obtener cualidades competitivas” (p.1) -- En la actualidad a la EDUCACIÓN se le plantean innumerables desafíos para poder determinar si posee la capacidad para afrontar los retos de la globalización -- Algunos de estos desafíos ponen como lo plantea Roig (2006) de manifiesto la necesidad de definir cuestiones tales como: el tipo de reformas que requiere el sistema educativo para impulsar el desarrollo social, la mejor manera de implementar estas reformas, el modelo educativo más acorde para afrontar las demandas sociales, que se debe y como se debe enseñar bajo los lineamientos del nuevo orden mundial, cuáles deben ser las competencias que se enseñan y la mejor forma para hacerlo, cuál sería el diseño curricular, cuáles serían las titulaciones más adecuadas para asumir los retos en el saber-hacer determinados por las transformaciones científicas y tecnológicas, cuáles son los criterios de calidad y cómo se evaluaría la calidad educativa -- En Colombia el reto es aún mayor ya que es necesario construir un proceso de internacionalización de la EDUCACIÓN desde los niveles básicos y medios de las entidades territoriales certificadas que incluya el diseño de un proceso que asegure la internacionalización curricular y la movilidad académica de estudiantes y docentes

With more than 30 million articles in 287 languages, Wikipedia allows volunteers from around the world make contributions towards the creation of the most complete encyclopedia ever written by humanity. By collecting 10-second contributions from over 100 million web users a day, project reCAPTCHA has digitized more than 13 million articles of The New York Times, dating from 1851 to the present. 12.5 million active users learn new languages every day using the collaborative platform Duolingo, and while doing so, they are helping to translate online content from one language to another in a costless manner. These are just some of the examples reflecting how we can harness the power of human collaboration to solve some of the most challenging problems in a sustainable manner. In this paper, we present the Dootrip system, a collaborative social-network based technology implementing a CO2-neutral global transportation system. By focusing on technology, information sharing, excess capacity and global collaboration, the Dootrip system effectively enables the transport of goods without incurring any economic cost and without altering the planet's ecological footprint. We have implemented the Dootrip system as part of the Labdoo humanitarian social network to help deliver unused laptops sanitized and loaded with education software to schools in need around the globe. Having planted the first seed in Southern California, in three years the Labdoo/Dootrip system has organically grown and spread across more than 90 countries, providing laptops to a growing number of more than 270 schools and servicing more than 65,000 children., Peer Reviewed, Postprint (published version)

While teaching in Nanjing, Daniel Kaiser, Professor Emeritus of History, kept a blog entitled "China Adventure" that stretched from travel preparations in mid-January to his return to Iowa in late March. Some posts relate directly to teaching and the university; other posts touch on life in China; and several describe the wedding of Dan's son, Andrew (GC 2004).

While teaching in Nanjing, Daniel Kaiser, Professor Emeritus of History, kept a blog entitled "China Adventure" that stretched from travel preparations in mid-January to his return to Iowa in late March. Some posts relate directly to teaching and the university; other posts touch on life in China; and several describe the wedding of Dan's son, Andrew (GC 2004).

The annual State, Foreign Operations, and Related Agencies appropriations bill has been the primary legislative vehicle through which Congress reviews the U.S. international affairs budget and influences executive branch foreign policy making in recent years, as Congress has not regularly considered these issues through a complete authorization process for State Department diplomatic activities since 2003 and for foreign aid programs since 1985. Funding for Foreign Operations and State Department/Broadcasting programs has been steadily rising since FY2002, after a period of decline in the 1980s and 1990s. Ongoing assistance to Iraq and Afghanistan, as well as large new global health programs and rapidly increasing assistance to Pakistan, has kept the international affairs budget at historically high levels in recent years. The change of Administration in 2009 did not disrupt this trend. This report focuses only on the $56.65 billion requested for programs and activities funded through the State-Foreign Operations appropriations bill, which excludes some portions of the International Affairs request and includes funding for certain commissions requested as part of other budget functions. The Administration requested significant increases for building State and USAID capacity; aid to Afghanistan, Pakistan, and Iraq; and activities under the Administration's Global Health, Food Security, and Global Climate Change initiatives. Programs for which the Administration recommended reduced funding, compared with enacted FY2010 levels, are contributions to international organizations, commissions and foundations, and peacekeeping operations. This report analyzes the FY2011 request, recent-year funding trends, and congressional action related to FY2011 State-Foreign Operations legislation. The report will be updated to reflect changes in legislative status., CRS Report for Congress.

Ending nineties, UPC decided to push a Development Education program embedded in its usual education activities, jointly with campus-based co-operation for development groups. The proposal was initially included in a four-year university strategic plan, and it has been politically prioritized since then. The origin and main characteristics of the program 2000-2005 are presented here (see [1] and references therein for more details)., Postprint (published version)

The annual State, Foreign Operations and Related Agencies appropriations bill is the primary legislative vehicle through which Congress reviews the U.S. international affairs budget and influences executive branch foreign policy making in general. Funding for Foreign Operations and State Department/Broadcasting programs has been steadily rising since FY2002, and amounts approved for FY2004 in regular and supplemental bills reached an unprecedented level compared with the past 40 years. Emergency supplementals enacted since the September 11, 2001, terrorist attacks to assist the front-line states in the war on terrorism, fund Afghanistan and Iraq reconstruction, and upgrade State Department operations and security upgrades, also have pushed spending upward. For the first time, House and Senate bills encompass both State Department and foreign operations spending. Prior to the 109th Congress, the State Department was funded in both the House and Senate Commerce, State, and Justice bills, and Foreign Operations was funded in its own measure. This report analyzes the FY2008 budget request and funding trends, including major issues Congress may consider, and tracks congressional action. Major issues confronting the 110th Congress include the following: the overall size of the budget request that represents an 11% increase over FY2007 enacted levels; a foreign aid reform plan that seeks to align assistance with U.S. strategic objectives; significant increases for Presidential initiatives; continued costs relating to Iraq and Afghanistan; and Secretary Rice's Transformational Diplomacy initiative for the State Department. This report will be updated to reflect congressional action., CRS Report for Congress.

Peer Reviewed, Postprint (published version)

El artículo presenta una reflexión sobre el papel de la Educación para el Desarrollo Sostenible (EDS) en la formación de ingeniería, con especial referencia a la situación de la UPC. El actual proceso de cambio que está caracterizando la universidad española y europea, debido a la creación del nuevo Espacio Europeo de Educación Superior (EEES), pone de relieve la necesidad de una redefinición del concepto de sostenibilidad, de EDS y de sus relaciones con la enseñanza de ingeniería. El debate presente en la literatura y entre los actores educativos todavía deja abiertas las cuestiones relativas al carácter de la EDS. Se puede en todo caso subrayar la presencia de dos tradiciones principales que van a definir la EDS: por un lado, la influencia de la Educación para el Desarrollo y por otro lado, el aporte de la Educación Ambiental. Desde de esta relación-tensión se van definiendo las estructuras formativas en el EEES. En el caso de la UPC, la propuesta de un nuevo Master oficial en Sostenibilidad en el que participan diversos centros docentes, entre ellos la escuela de Ingeniería de Caminos, es un claro ejemplo de cómo las disciplinas inherentes la cooperación, el desarrollo y la sostenibilidad se pueden articular conjuntamente como propuesta de formación especializada a nivel de postgrado. La articulación de propuestas para los nuevos grados en ingeniería está aun pendiente de discusión., Peer Reviewed, Postprint (published version)

In this paper we present some experiences of Development Education (DE) introduced in the three main Spanish Universities with Technical Studies: Technical University of Valencia, Catalunya and Madrid. The concept of DE we are following in this paper is the next one: DE as a strategy of international cooperation aimed at the citizens/people of the North. Its main goal is the empowerment of people through a teaching and learning process, which develops knowledge, skills and values in learners, thus enabling them to become members of a global community of equals [1]. First of all, in this paper we present a tipology of different instruments that the University owe in order to develop development education activities. This proposal is based on the conclusion of the Committee of University Development Aid (CEURI) and was reelaborated by the authors of this paper and collaborators [2,3]. Secondly, we discuss about the main characteristic of four strategies we have developed in the three Universities referred above: 1) Ethical codes such the Ethical Code of the School of Industrial Engineers of Technical University of Valencia. 2) Teaching innovation groups such the GREVOL group of Technical University of Valencia, the Interest Group of Collaborative Learning of the Technical University of Catalunya and the Development Education Group of Information and Communication Technologies of the Technical University of Madrid. 3) Free elective courses in bachelor studies dedicated to international development aid in the three universities and posgraduate studies which link development education and technology for human development. 4) Mobility programs in coordination with NGDOs developed in the Technical University of Catalunya. The description of these initiatives would like to illustrate the great potential of the DE activities developed in the three Spanish Universities. We will introduce some considerations about the impact of the European Higher Education Area (EHEA) in thos, Peer Reviewed, Postprint (published version)

Restrictions on travel to Cuba have been a key and often contentious component in U.S. efforts to isolate the communist government of Fidel Castro for much of the past 40 years. Over time, there have been numerous changes to the restrictions, and for five years, from 1977 until 1982, there were no restrictions on travel to Cuba. Under the Bush Administration, enforcement of U.S. restrictions on Cuba travel has increased, and restrictions on travel and on private remittances to Cuba have been tightened. In March 2003, the Administration eliminated travel for people-to-people educational exchanges unrelated to academic course work. In June 2004, the Administration further restricted family and educational travel and eliminated the category of fully-hosted travel. At the same time, remittances were further restricted so that they could only be sent to the remitter's immediate family. In the first session of the 109th Congress, there was significant legislative attention to the issue of Cuba travel. On June 30, 2005, the House rejected three amendments to H.R. 3058, the FY2006 Transportation appropriations bill, that would have eased Cuba travel restrictions: H.Amdt. 420 (Davis) on family travel; H.Amdt. 422 (Lee) on educational travel; and H.Amdt. 424 (Rangel) on the overall embargo. During June 29, 2005, consideration of H.R. 2361, the FY2006 Interior Appropriations bill, the Senate rejected a motion to suspend the rules with respect to S.Amdt. 1059 (Dorgan), which would have allowed family travel under a general license for humanitarian reasons; the amendment was then ruled out of order. Several other legislative initiatives have been introduced in the 109th Congress that would ease restrictions on travel and remittances to Cuba. Two bills -- S. 894 (Enzi) and H.R. 1814 (Flake) -- would specifically lift overall restrictions on travel to Cuba., CRS Report for Congress.

Peer Reviewed, Postprint (published version)

Una versió d'aquest document va ser publicada com a material digital annex al llibre: Boni, A., Pérez-Foguet, A. Construir la ciudadanía global desde la universidad. Barcelona: Intermón Oxfam, 2006, Peer Reviewed, Postprint (published version)

In the year 2000 a biannual contest was created in Spain to give an award to the best projects in the field of International Development Cooperation an d in the area of Technology for Human Development. This contest was promoted in the beginning by The General Council of Chambers of Industrial Engineers. Then, Engineering Without Borders - Spain (Ingeniería Sin Fronteras, ISF) took up the promotion and co - ordination of this contest. Due to this change it has been possible to extend the set of sponsor and collaborator entities, including Spanish Technical Universities. It has been created also the first contest of doctoral thesis, answering to the strategic aim of Engineering Without Borders - Spain: to promote the University research in the field of development cooperation. This paper presents an analysis of the projects presented to the contest during its three editions. The analysis includes the areas where the projects have been developed, the organizations that have participated and the schools or faculties were the projects have been developed. The increasing numbers show that the interest on developing projects in this field of International Cooperation in the University is growing. The analysis shows as well the participation, collaboration and contribution of the University to the International Development Cooperation through these projects that University students have to prepare and defend, Peer Reviewed, Postprint (published version)

Postprint (published version)

Yuen Wing Sze., Thesis (M.Phil.)--Chinese University of Hong Kong, 2004., Includes bibliographical references (leaves 59-65)., and questionnaire in English and Chinese., Chapter Chapter 1: --- General Introduction --- p.1, Chapter Chapter 2: --- Study I: Impact of Overseas Exchange Program (OEP) on Students' Increased Knowledge/Skills, Introduction, Overseas Exchange Program and Tertiary Education --- p.6, Outcomes for OEP: Increased Knowledge /Skills --- p.7, Method, Participants --- p.13, Procedure --- p.15, Measures --- p.17, Results --- p.19, Additional Insight from Qualitative Data --- p.34, Discussion --- p.39, Chapter Chapter 3: --- Study II: The Effect of OEP on Employment-related Outcomes, Introduction, OEP and graduates' attractiveness to employers --- p.45, Method, Participants --- p.47, Procedure --- p.47, Extra-curricular activities participation --- p.48, Results --- p.48, Additional Insight from Qualitative Data --- p.53, Discussion --- p.54, Chapter Chapter 4: --- General Discussion --- p.56, Limitations --- p.56, Application --- p.56, References --- p.59, Appendix --- p.64, http://library.cuhk.edu.hk/record=b5892069, Use of this resource is governed by the terms and conditions of the Creative Commons “Attribution-NonCommercial-NoDerivatives 4.0 International” License (http://creativecommons.org/licenses/by-nc-nd/4.0/)

Yuen Wing Sze., Thesis (M.Phil.)--Chinese University of Hong Kong, 2004., Includes bibliographical references (leaves 59-65)., and questionnaire in English and Chinese., Chapter Chapter 1: --- General Introduction --- p.1, Chapter Chapter 2: --- Study I: Impact of Overseas Exchange Program (OEP) on Students' Increased Knowledge/Skills, Introduction, Overseas Exchange Program and Tertiary Education --- p.6, Outcomes for OEP: Increased Knowledge /Skills --- p.7, Method, Participants --- p.13, Procedure --- p.15, Measures --- p.17, Results --- p.19, Additional Insight from Qualitative Data --- p.34, Discussion --- p.39, Chapter Chapter 3: --- Study II: The Effect of OEP on Employment-related Outcomes, Introduction, OEP and graduates' attractiveness to employers --- p.45, Method, Participants --- p.47, Procedure --- p.47, Extra-curricular activities participation --- p.48, Results --- p.48, Additional Insight from Qualitative Data --- p.53, Discussion --- p.54, Chapter Chapter 4: --- General Discussion --- p.56, Limitations --- p.56, Application --- p.56, References --- p.59, Appendix --- p.64, http://library.cuhk.edu.hk/record=b5892069, Use of this resource is governed by the terms and conditions of the Creative Commons “Attribution-NonCommercial-NoDerivatives 4.0 International” License (http://creativecommons.org/licenses/by-nc-nd/4.0/)

Nuestro mundo, globalizado e interrelacionado, pero con profundas desigualdades económicas, sociales y tecnológicas, necesita de una comunidad universitaria responsable y formada en áreas temáticas como la situación internacional actual, las desigualdades entre el Norte y el Sur y su evolución histórica, los agentes implicados en el desarrollo y el papel que juega la técnica en estos procesos. Para ello, es fundamental que las pro fesoras y los profesores universitarios adquieran unos estilos de aprendizaje que posibiliten la integración de los valores de la Educación para el Desarrollo en el ámbito de la formación en carreras técnicas. En este contexto, se presenta la experiencia del curso semipresencial “Educando en Tecnología para el Desarrollo”, realizad o en el año 2003 y dirigido a 61 profesores universitarios del Estado español. El promotor del curso ha sido la Federación Española de Ingeniería Sin Fronteras y se ha impartido desde la plataforma de la Universitat Oberta de Catalunya (UOC). Los objetivos de este curso han sido aportar a los formadores participantes elementos teóricos y prácticos para el diseño e implementación de acciones educativas coherentes con los principios de solidaridad y cooperación , que se han concretado en distintas propuestas formativas (asignaturas de libre elección, incorporación de objetivos de la educación para el desarrollo de manera transversal, etc.) basadas en la propuesta pedagógica de la educ ación para el desarrollo , para impulsar la educación en valores en la universidad, Postprint (published version)

Engi n eering education must adapt to the emerging approache s put forwa rd by international development actors. In a globalised world, the work of f u ture engineers will be carried out i n many contexts. In t h e case of developing countries, the Technology for Human Development ( THD ) ap p roach is increasingly being integrat ed in the practice of engineering. On the other hand, in indust r ialised countries, th e lessons learned from d evelopment projects may contribute to a mor e sustainabl e engineering practice. The purpose of this pap e r is to sh o w the use of c ase studies from developing countries as a valuable metho d for teaching enginee r ing with a human and sustainabl e development perspective. It will illustrate case studies from the E ducation fo r Development ( ED) pro g ramme of Engineering W ithout Borders Spain (ISF-Spai n ) . Some of them have bee n successfully imp l emented in core an d elective courses of the Technical University of Catalonia. These exper i ence s highlight the feas i bility and the acquiesce n ce of many t eachers for incorporating case studies based on THD int o engineering courses. I n contrast, some challenges arise in the dissemination of t h i s methodology, especially in core courses, Peer Reviewed, Postprint (published version)

Enginyeria Sense Fronteres (ESF) impulsa l’Educació i Investigació per al Desenvolupament (EIpD) a les universitats – especialment a les escoles d’enginyeria – per mitjà de la formació reglada, de l’educació a través de l’acció i el voluntariat, de la cogeneració de coneixement i del foment de la difusió i transferència de tecnologia apropiada. ESF pretén afavorir la implicació personal i professional d’alumnes i docents en la transformació de la realitat en un espai just i solidari. ESF persegueix fomentar el debat i la formació sobre cooperació internacional per al desenvolupament, a més de consolidar els coneixements sobre Tecnologia per al Desenvolupament Humà (TpDH), per tal de contribuir a la lluita contra la pobresa i la promoció dels drets humans i la justícia social., Peer Reviewed, Postprint (published version)

Technology is gaining ever - more attention in international development strategies, together with networking and local capacity building. The concept of Technology for Human Development (THD), deeply grounded in the Human Development perspective, is emerging as an approach that captures the great contributions of technology in a sustainable manner, and is gradually taking over the Appropriate Technology concept. The promotion of THD is exemplified by presenting two interconnected cases: the Education for Development (ED) program of Engineering without Borders Spain (ISF - Spain) and the Promoting ED program of the Civil Engineering School of the Technical University of Catalonia (UPC). The two cases, applied at national and local levels, respectively, illustrate how THD may be furthered in practice and how two different actors, a Development Nongovernmental Organisation (DNGO) and a Civil Engineering School, can partner up and cr eate synergies to implement THD programs, Peer Reviewed, Postprint (published version)

En el sector de las ingenierías, la difusión del concepto de desarrollo humano ha provocado el cuestionamiento de la concepción reduccionista del término Tecnol o- g í as Apropiadas (TA) que ha mediatizado durante mucho tiempo la aportación del se c- tor a la cooperación al desarrollo. En este contexto, el concepto de Tecnología para el Des a rrollo Humano (TpDH) aparece a inicios del siglo XXI como una nueva respuesta al reto de articular la rel a ción entre Ciencia, Tecn ología y Sociedad. La motivación central del planteamiento de la TpDH es el reconocimiento de la neces i- dad y factibilidad de orie n tar el progreso tecnológico hacia la promoción del desarrollo humano. En este trabajo , se presenta el concepto desde un enfo que constructivo, situá n- dolo como marco de referencia para las acciones de cooperación al desarr o llo en las que la dimensión tecnológica es significativa. A este respecto , es importante destacar que la TpDH constituye una parte sustantiva del enfoque de ed ucación y apoyo a la investig a- ción para el desarrollo impulsado por Ingeniería Sin Fronteras (ISF) en diversas unive r- sidades españolas. El enfoque , del que se exponen las grandes líne as, se ha concret a do en diferentes contextos gracias a tener en la TpDH u n punto de referencia común. Esto ha facilitado tender puentes entre sectores tecnológicos alejados, así como con otras l í- neas de educación en valores como la educación para la paz o la sostenibilidad, demo s- trándose como buena alternativa al concepto de TA para el objetivo general de aunar esfuerzos para que otra realidad sea pos i ble, Postprint (published version)

Dos recientes informes anuales de organismos intern acionales ponen de m a- nifiesto la relevancia de las distintas ingenierías en el análisis de la situación mundial desde la per s pec tiva del desarrollo (PNUD 2001 y Banco Mundial 2004). Este hecho es reflejo de un movimiento profundo que está redefiniendo el á mbito de la tecnología en el plano internacional y del que es una muestra la reciente publicación “Inventando un futuro mejor” del InterAcademy Council (2004) . Estos elementos generales, junto con las propuestas vinculadas a sistemas de aprendizaje que pot encien la sostenibilidad y el desarrollo humano, son elementos clave para afrontar la reforma de la educación sup e- rior en las escuelas de ingeniería desde una perspectiva de apoyo a la cooperación a l d e sarrollo Dentro de esta corriente se sitúa una línea de trabajo que podríamos titular “ p romoción del aprendizaje ético en las titulaciones universitarias de ingeniería”. Las primeras exp e- riencias en España datan de inicios de los años 90, en torno a diversas escuelas de ing e- niería. En este contexto se prese nta la experiencia desarrollada en la Universidad Pol i- técnica de Cataluña (UPC) , donde se ha ido tejiendo una amplia gama de servicios y posibilidades de apoyo a la creación de capital social sensible a la implicación en activ i- dades de solidar i dad y cooper ación internacional. Concretamente , l a presentación se ce ntra en la experiencia de la E. T. S. de Ingenieros de Caminos, Canales y Puertos de la UPC durante el período 1999 – 2002, y se organiza en dos partes: en la primera se e x- pone un a vi sión general de la intervención y la segunda se centra en los contenidos de s arrollados específicamente para dos de las asignaturas impartidas, Peer Reviewed, Postprint (published version)

Restrictions on travel to Cuba have been a key and often contentious component in U.S. efforts to isolate the communist government of Fidel Castro for much of the past 40 years. Over time, there have been numerous changes to the restrictions, and for 5 years, from 1977 until 1982, there were no restrictions on travel to Cuba. In March 2003, the Administration eased restrictions on those visiting close family members in Cuba, while at the same time it eliminated travel for people-to-people educational exchanges unrelated to academic course work. Major arguments made for lifting the Cuba travel ban are that it hinders efforts to influence conditions in Cuba and may be aiding Castro by helping to restrict the flow of information between the United States and Cuba, it abridges the rights of ordinary Americans, and Americans can travel to other countries with communist or authoritarian governments. Major arguments in opposition to lifting the Cuba travel ban are that American tourist travel would support Castro's rule by providing his government with millions of dollars in tourist receipts, there are legal provisions allowing travel to Cuba for humanitarian purposes that are used by thousands of Americans each year, and the President should be free to restrict travel for foreign policy reasons. In the 108th Congress, several bills have been introduced that would lift or ease restrictions on travel to Cuba, and there has been House action on the Treasury appropriations bill to ease Cuba sanctions. The House approved version of the FY2004 Transportation-Treasury appropriations bill, H.R. 2989, has provisions that would prevent funds from being used to administer or enforce restrictions on travel and remittances, and from being used to eliminate the travel category of people-to-people educational exchanges. Similar Cuba language is expected to be offered during Senate floor consideration of the Senate version of the Treasury appropriations measure, S. 1589., CRS Report for Congress.

Restrictions on travel to Cuba have been a key and often contentious component in U.S. efforts to isolate the communist government of Fidel Castro for much of the past 40 years. Over time, there have been numerous changes to the restrictions, and for 5 years, from 1977 until 1982, there were no restrictions on travel to Cuba. In March 2003, the Administration eased restrictions on those visiting close family members in Cuba, while at the same time it eliminated travel for people-to-people educational exchanges unrelated to academic course work. This report surveys changes to the travel restrictions dating back to the 1960s, summarizes major arguments for and against lifting such restrictions, and tracks legislative initiatives to ease restrictions on travel to Cuba. Major arguments made for lifting the Cuba travel ban are that it hinders efforts to influence conditions in Cuba and may be aiding Castro by helping to restrict the flow of information between the United States and Cuba, it abridges the rights of ordinary Americans, and Americans can travel to other countries with communist or authoritarian governments. Major arguments in opposition to lifting the Cuba travel ban are that American tourist travel would support Castro's rule by providing his government with millions of dollars in tourist receipts, there are legal provisions allowing travel to Cuba for humanitarian purposes that are used by thousands of Americans each year, and the President should be free to restrict travel for foreign policy reasons. In the 107th Congress, while there were various measures introduced that would have eliminated or eased restrictions on travel to Cuba, and while the House voted in both the first and second sessions to prohibit spending to administer the travel regulations, no final action was taken affecting U.S. restrictions on travel to Cuba., CRS Report for Congress.

Restrictions on travel to Cuba have been a key and often contentious component in U.S. efforts to isolate the communist government of Fidel Castro for much of the past 40 years. Over time, there have been numerous changes to the restrictions, and for 5 years, from 1977 until 1982, there were no restrictions on travel to Cuba. In March 2003, the Administration eased restrictions on those visiting close family members in Cuba, while at the same time it eliminated travel for people-to-people educational exchanges unrelated to academic course work. Major arguments made for lifting the Cuba travel ban are that it hinders efforts to influence conditions in Cuba and may be aiding Castro by helping to restrict the flow of information between the United States and Cuba, it abridges the rights of ordinary Americans, and Americans can travel to other countries with communist or authoritarian governments. Major arguments in opposition to lifting the Cuba travel ban are that American tourist travel would support Castro's rule by providing his government with millions of dollars in tourist receipts, there are legal provisions allowing travel to Cuba for humanitarian purposes that are used by thousands of Americans each year, and the President should be free to restrict travel for foreign policy reasons. In the 107th Congress, while there were various measures introduced that would have eased restrictions on Cuba travel, and while the House voted in the first and second sessions to prohibit spending to administer the travel regulations, no final action was taken affecting U.S. restrictions on travel to Cuba. The final version of the FY2003 Treasury Department appropriations measure, included in the FY2003 omnibus appropriations measure approved in the 108th Congress, H.J.Res. 2 (P.L. 108-7), did not include provisions easing Cuba travel restrictions. The White House had threatened to veto the measure if it contained provisions weakening the embargo., CRS Report for Congress.

Restrictions on travel to Cuba have been a key and often contentious component in U.S. efforts to isolate the communist government of Fidel Castro for much of the past 40 years. Over time, there have been numerous changes to the restrictions, and for 5 years, from 1977 until 1982, there were no restrictions on travel to Cuba. In March 2003, the Administration eased restrictions on those visiting close family members in Cuba, while at the same time it eliminated travel for people-to-people educational exchanges unrelated to academic course work. This report surveys changes to the travel restrictions dating back to the 1960s, summarizes major arguments for and against lifting such restrictions, and tracks legislative initiatives to ease restrictions on travel to Cuba. Major arguments made for lifting the Cuba travel ban are that it hinders efforts to influence conditions in Cuba and may be aiding Castro by helping to restrict the flow of information between the United States and Cuba, it abridges the rights of ordinary Americans, and Americans can travel to other countries with communist or authoritarian governments. Major arguments in opposition to lifting the Cuba travel ban are that American tourist travel would support Castro's rule by providing his government with millions of dollars in tourist receipts, there are legal provisions allowing travel to Cuba for humanitarian purposes that are used by thousands of Americans each year, and the President should be free to restrict travel for foreign policy reasons. In the 107th Congress, while there were various measures introduced that would have eliminated or eased restrictions on travel to Cuba, and while the House voted in both the first and second sessions to prohibit spending to administer the travel regulations, no final action was taken affecting U.S. restrictions on travel to Cuba., CRS Report for Congress.

Se presenta una propuesta educativa para una es cuela de ingeniería civil inspirada en la educación para el desarrollo. La propuesta n ace de las experiencias docentes previas impulsadas por Ingeniería Sin Fronteras, Organi zación No Gubernamental para el Desarrollo, que impulsa, desde mediados de los años nove nta, este tipo de activ idades en diversas universidades españolas. La propuesta consiste en la oferta coordinada de diversas tipologías de actividades desde un marco educativo común. La presentación de un espectro amplio de actividades permite despertar el interés de un número elevado de alumnos y otros miembros de la comunidad universitaria. A la vez, esta opción ofrece la posibilidad de profundización a las personas con un interés especial en las temáticas relaci onadas con el desarrollo y la cooperación internacional. Como ejemplos de aplicaciones de la propuesta, se presentan las iniciativas ya impulsadas en las escuelas de ingeniería de caminos de Bar celona y A Coruña. Se detallan los contextos en el que se desarrollan y se describen los resu ltados y las principales características de las mismas. Por último, destacar que esta propuesta nace de la reflexión sobre la importancia de integrar la formación en valores éticos y sociales en las en señanzas de ingeniería civil, partiendo de la relación de la profesión con la promoción del desarrollo humano de los países y comunidades más pobres., Peer Reviewed, Postprint (published version)

La ponencia expone el marco en el que nace el plan de Educación Para el Desarrollo, EPD, en la Universitat Politècnica de Catalunya, UPC, que tiene el objetivo de plantear estrategias universitarias que apoyen la creación de una sociedad sin desigualdades, centradas en el cambio de mentalidad en la comunidad universitaria y en las empresas. Esto se lleva a cabo desde la docencia, proporcionando una formación integral a los futuros profesionales, políticos y empresarios, basada en valores como la solidaridad o la justicia, y promoviendo una definición del perfil de los titula dos que fomente el conocimiento y la valoración del impacto ambiental, social y ético de las decisiones y acciones que se desarrollan profesionalmente. Se quiere que la universidad lidere la investigación en las áreas del desarrollo humano, la cooperación internacional, las tecnologías apropiadas, la sostenibilidad y el medio ambiente que le son propias, favoreciendo el trabajo pluridisciplinar, de forma que se propicien análisis conjuntos de estas áreas. Se buscará una transferencia del conocimiento y valo res éticos, impulsando el trabajo conjunto de la universidad con las demás instituciones de su entorno vinculadas con el desarrollo humano. Finalmente, en la gestión, se incentivarán las acciones antes mencionadas de forma integrada con el conjunto de meca nismos de funcionamiento de la universidad., Peer Reviewed, Postprint (published version)

En este artículo se presenta la experiencia de la Escuela Técnica Superior de Ingenieros de Caminos, Canales y Puertos, ETSECCPB, de la Universidad Politécnica de Cataluñ a, UPC, en el proceso de introducción de un Programa de Educación para el Desarrollo, EpD, dentro de su planificación estratégica para el período 2000 - 2002. Concretamente, se detalla el contexto en el que nace la iniciativa, se describen las principales ca racterísticas del Programa y se presentan las actuaciones realizadas durante su primer año de aplicación, Peer Reviewed, Postprint (published version)

Includes interviews with Ball State University faculty members regarding their research and areas of subject expertise. Includes interviews with Alisa W. Coffin, Assistant Professor of Landscape Architecture, regarding her research on land use patterns of historic populations of Bolivia; John T. Dorwin, Associate Professor of Anthropology, regarding his underwater architecture research on a 1930 shipwreck off of the Grand Cayman Islands; Sung-Jae Park, Professor of Physical Education and Director of Ball State's Far East Exchange Program, regarding the exchange program and its benefits; Michael Stevenson, Professor of Psychological Science, regarding his development of women's studies and gender studies programs in Indonesian higher education institutions; and Gary N. Dodson, Associate Professor of Biology, regarding his research on antlered flies in Papua New Guinea., This archival material has been provided for educational purposes. Ball State University Libraries recognizes that some historic items may include offensive content. Our statement regarding objectionable content is available at: https://dmr.bsu.edu/digital/about

Interview with Ball State University Associate Provost Beverley Pitts regarding an exchange program entitled ASIA IN US, funded by the Indiana Humanities Council, in which Asian exchange scholars visited Ball State University and the Muncie community., This archival material has been provided for educational purposes. Ball State University Libraries recognizes that some historic items may include offensive content. Our statement regarding objectionable content is available at: https://dmr.bsu.edu/digital/about

Video of a program highlighting the Team Asia educational trip throughout the Far East, the lessons learned, and the impact on participants from Ball State University. The panel of students, faculty, and staff who toured Hong Kong, China, Japan, and Korea discuss their thoughts and experiences as they studied the cultures and customs found in those countries. A slide show narrated by Sandra Marsh depicts images of daily life in each country, including art, food, education, economy, gender roles, and professional life., This archival material has been provided for educational purposes. Ball State University Libraries recognizes that some historic items may include offensive content. Our statement regarding objectionable content is available at: https://dmr.bsu.edu/digital/about

The aim of this study was to describe the student exchange programmes between Massey University and the University of California (UC), California State University (CSU) and the University of Montana (UM), administered by the International Exchange Programmes Committee at Massey University, providing a qualitative description through a comprehensive characterization. An evaluative model, a holistic-inductive and a naturalistic strategy and formative-action research design were adopted. The following qualitative social science methods of inquiry were utilized; survey, interview, observation, participant observation, document and content analysis. Programme directors/co-ordinators and past exchange students, from the four participating institutions, were sent questionnaires. A number of informal interviews were held with; programme administrators, past and present exchange students, university staff and experts in the field. Access to some Massey University International Exchange Programmes Committee documents and letters of communication provided further data. The literature search was extensive. United States of America based organizations involved with study abroad provided a wealth of information. To aid the documentation on the history of international exchange programmes in New Zealand, questionnaires were sent to all New Zealand universities. The study is presented in a format that will aid administrators in their decision making of the future. The literature review is comprehensive, summarizing relevant research in the field and the results describe the programme administration and exchange student experience in detail. The exchange programmes can be described as 'organized to a medium extent and are administered by a university appointed committee. The exchange programmes assist cultural exchange and enable selected students to gain first hand knowledge and understanding of other areas of the world while working for academic credit. Massey University students

Episode of Ball State Today interview program hosted by Jim Nickerson for WIPB-TV from October 24, 1985. Included is an interview with John Brademas, New York University President, regarding international education and its effects on global economic and political relationships and an interview with Reginald Wilson, Director of the Office of Minority Concern, American Council on Education, about the importance of attracting minority students to universities., This archival material has been provided for educational purposes. Ball State University Libraries recognizes that some historic items may include offensive content. Our statement regarding objectionable content is available at: https://dmr.bsu.edu/digital/about