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This work is a discussion between myself and a couple of different professionals in the opera industry about stage fright, the importance of preparing and the positives and negative with preparing in different ways. The essay explains the different types of auditions with focus on auditions for scholarships and how to adapt to the statutes of the scholarship without losing your artistry. It ends with a recollection of my five latest large auditions, how they went and my reflections on the result versus my preparations. They also conclude how I can work specifically moving forward since the results were vastly different with the different levels of preparation.

This work is a discussion between myself and a couple of different professionals in the opera industry about stage fright, the importance of preparing and the positives and negative with preparing in different ways. The essay explains the different types of auditions with focus on auditions for scholarships and how to adapt to the statutes of the scholarship without losing your artistry. It ends with a recollection of my five latest large auditions, how they went and my reflections on the result versus my preparations. They also conclude how I can work specifically moving forward since the results were vastly different with the different levels of preparation.

The paper examines preconceptions and assumptions behind common understandings of ‘scholarship awards’ in international higher education research, and analyses how these influence the production of knowledge on scholarship programs and their effects. The paper aims to make a major theoretical contribution by proposing an alternative approach to studying these programs. First, drawing on a comprehensive review of the scholarships literature, the paper posits that prevalent theoretical approaches – often drawn from the logic of the scholarship programs themselves – limit our view of what scholarship programs do and can do. Such research constrains understandings of program design and its effects on and implications for sponsored students. Examples of underexplored ethical aspects of sponsorship arrangements are highlighted through examples and vignettes. Then, turning to contemporary discussions related to ethical internationalisation and student mobility, the paper asks which theoretical approaches could aid a focus upon and analysis of these programs in relation to ethics-related themes. Conventions theory (and specifically the orders of worth approach) is proposed as a useful theoretical lens. The paper then synthesises a novel framework using this approach to examine explicit and implicit aspects of sponsorship arrangements, explaining its suitability and potential to produce deeper insights into and more nuanced understanding of the consequences of modern scholarship program design for actors involved in sponsored international student mobility. In conclusion, the promise and significance of this framework utilizing the orders of worth approach for studying questions related to valuation processes and ethical internationalisation is recapitulated and future research is discussed., Artikeln undersöker förutfattade meningar och antaganden bakom vanliga uppfattningar i internationell forskning om högre utbildning om stipendium, och analyserar hur dessa påverkar kunskapsproduktionen om stipendieprogram och deras effekter. Artikeln syftar till att ge ett teoretiskt bidrag genom att föreslå ett alternativt tillvägagångssätt för att studera dessa program. För det första, med utgångspunkt i en omfattande genomgång av stipendielitteraturen, hävdar artikeln att vanliga teoretiska tillvägagångssätt – ofta hämtade från logiken i själva stipendieprogrammen – begränsar vår syn på vad stipendieprogram gör och kan göra. Sådan forskning begränsar förståelsen av programdesign och dess effekter på och implikationer för sponsrade studenter. Exempel på underutforskade etiska aspekter av sponsringsarrangemang lyfts fram genom exempel och vinjetter. Sedan, med referens till samtida diskussioner relaterade till etisk / ansvarsfull internationalisering och studentmobilitet, frågar artikeln vilka teoretiska tillvägagångssätt som kan hjälpa till att fokusera på och analysera dessa program i relation till etikrelaterade teman. Ekonomisk sociologi (och specifikt tillvägagångssättet "order of worth") föreslås som en användbar teoretisk lens. Artikeln sammanställer sedan ett nytt ramverk som använder detta tillvägagångssätt för att undersöka explicita och implicita aspekter av sponsringsarrangemang, och förklarar dess lämplighet och potential att producera djupare insikter i och mer nyanserad förståelse av konsekvenserna av modern stipendieprogramdesign för aktörer som är involverade i internationell studentmobilitet . Avslutningsvis sammanfattas betydelsen av detta ramverk för att studera frågor relaterade till värderingsprocesser och etisk internationalisering och framtida forskning diskuteras., QC 20231127

The paper examines preconceptions and assumptions behind common understandings of ‘scholarship awards’ in international higher education research, and analyses how these influence the production of knowledge on scholarship programs and their effects. The paper aims to make a major theoretical contribution by proposing an alternative approach to studying these programs. First, drawing on a comprehensive review of the scholarships literature, the paper posits that prevalent theoretical approaches – often drawn from the logic of the scholarship programs themselves – limit our view of what scholarship programs do and can do. Such research constrains understandings of program design and its effects on and implications for sponsored students. Examples of underexplored ethical aspects of sponsorship arrangements are highlighted through examples and vignettes. Then, turning to contemporary discussions related to ethical internationalisation and student mobility, the paper asks which theoretical approaches could aid a focus upon and analysis of these programs in relation to ethics-related themes. Conventions theory (and specifically the orders of worth approach) is proposed as a useful theoretical lens. The paper then synthesises a novel framework using this approach to examine explicit and implicit aspects of sponsorship arrangements, explaining its suitability and potential to produce deeper insights into and more nuanced understanding of the consequences of modern scholarship program design for actors involved in sponsored international student mobility. In conclusion, the promise and significance of this framework utilizing the orders of worth approach for studying questions related to valuation processes and ethical internationalisation is recapitulated and future research is discussed., Artikeln undersöker förutfattade meningar och antaganden bakom vanliga uppfattningar i internationell forskning om högre utbildning om stipendium, och analyserar hur dessa påverkar kunskapsproduktionen om stipendieprogram och deras effekter. Artikeln syftar till att ge ett teoretiskt bidrag genom att föreslå ett alternativt tillvägagångssätt för att studera dessa program. För det första, med utgångspunkt i en omfattande genomgång av stipendielitteraturen, hävdar artikeln att vanliga teoretiska tillvägagångssätt – ofta hämtade från logiken i själva stipendieprogrammen – begränsar vår syn på vad stipendieprogram gör och kan göra. Sådan forskning begränsar förståelsen av programdesign och dess effekter på och implikationer för sponsrade studenter. Exempel på underutforskade etiska aspekter av sponsringsarrangemang lyfts fram genom exempel och vinjetter. Sedan, med referens till samtida diskussioner relaterade till etisk / ansvarsfull internationalisering och studentmobilitet, frågar artikeln vilka teoretiska tillvägagångssätt som kan hjälpa till att fokusera på och analysera dessa program i relation till etikrelaterade teman. Ekonomisk sociologi (och specifikt tillvägagångssättet "order of worth") föreslås som en användbar teoretisk lens. Artikeln sammanställer sedan ett nytt ramverk som använder detta tillvägagångssätt för att undersöka explicita och implicita aspekter av sponsringsarrangemang, och förklarar dess lämplighet och potential att producera djupare insikter i och mer nyanserad förståelse av konsekvenserna av modern stipendieprogramdesign för aktörer som är involverade i internationell studentmobilitet . Avslutningsvis sammanfattas betydelsen av detta ramverk för att studera frågor relaterade till värderingsprocesser och etisk internationalisering och framtida forskning diskuteras., QC 20231127

The paper examines preconceptions and assumptions behind common understandings of ‘scholarship awards’ in international higher education research, and analyses how these influence the production of knowledge on scholarship programs and their effects. The paper aims to make a major theoretical contribution by proposing an alternative approach to studying these programs. First, drawing on a comprehensive review of the scholarships literature, the paper posits that prevalent theoretical approaches – often drawn from the logic of the scholarship programs themselves – limit our view of what scholarship programs do and can do. Such research constrains understandings of program design and its effects on and implications for sponsored students. Examples of underexplored ethical aspects of sponsorship arrangements are highlighted through examples and vignettes. Then, turning to contemporary discussions related to ethical internationalisation and student mobility, the paper asks which theoretical approaches could aid a focus upon and analysis of these programs in relation to ethics-related themes. Conventions theory (and specifically the orders of worth approach) is proposed as a useful theoretical lens. The paper then synthesises a novel framework using this approach to examine explicit and implicit aspects of sponsorship arrangements, explaining its suitability and potential to produce deeper insights into and more nuanced understanding of the consequences of modern scholarship program design for actors involved in sponsored international student mobility. In conclusion, the promise and significance of this framework utilizing the orders of worth approach for studying questions related to valuation processes and ethical internationalisation is recapitulated and future research is discussed., Artikeln undersöker förutfattade meningar och antaganden bakom vanliga uppfattningar i internationell forskning om högre utbildning om stipendium, och analyserar hur dessa påverkar kunskapsproduktionen om stipendieprogram och deras effekter. Artikeln syftar till att ge ett teoretiskt bidrag genom att föreslå ett alternativt tillvägagångssätt för att studera dessa program. För det första, med utgångspunkt i en omfattande genomgång av stipendielitteraturen, hävdar artikeln att vanliga teoretiska tillvägagångssätt – ofta hämtade från logiken i själva stipendieprogrammen – begränsar vår syn på vad stipendieprogram gör och kan göra. Sådan forskning begränsar förståelsen av programdesign och dess effekter på och implikationer för sponsrade studenter. Exempel på underutforskade etiska aspekter av sponsringsarrangemang lyfts fram genom exempel och vinjetter. Sedan, med referens till samtida diskussioner relaterade till etisk / ansvarsfull internationalisering och studentmobilitet, frågar artikeln vilka teoretiska tillvägagångssätt som kan hjälpa till att fokusera på och analysera dessa program i relation till etikrelaterade teman. Ekonomisk sociologi (och specifikt tillvägagångssättet "order of worth") föreslås som en användbar teoretisk lens. Artikeln sammanställer sedan ett nytt ramverk som använder detta tillvägagångssätt för att undersöka explicita och implicita aspekter av sponsringsarrangemang, och förklarar dess lämplighet och potential att producera djupare insikter i och mer nyanserad förståelse av konsekvenserna av modern stipendieprogramdesign för aktörer som är involverade i internationell studentmobilitet . Avslutningsvis sammanfattas betydelsen av detta ramverk för att studera frågor relaterade till värderingsprocesser och etisk internationalisering och framtida forskning diskuteras., QC 20231127

In order to assess the impact of affirmative policies on the students’ performance on Federal University of Ceará’s campus in Crateús, a survey was conducted with 162 to analyse the impact on student performance’s gradient derived from provision of financial aid, through the statistical “Propensity Score’s” method. After the study, it was evidenced that the Housing Aid and the Academic Initiation Scholarship (BIA) had a positive impact on the permanence and performance of the beneficiary students, as to PACCE, compared to the above-mentioned programmes, it hasn’t shown promising results, requiring a planning’s review. Therefore, it’s clearly how much aid policies directly influence on student’s development and how this bond can contribute positively to their permanence at university., Com o intuito de aferir o impacto das políticas afirmativas no desempenho acadêmico dos estudantes do campus da Universidade Federal do Ceará em Crateús, realizou-se uma pesquisa com 162 estudantes, visando analisar o impacto no gradiente de desempenho estudantil derivado do provimento de auxílios financeiros, por meio do método estatístico “Propensity Score”. Após o estudo, evidenciou-se que o Auxílio Moradia e o Bolsa de Iniciação Acadêmica (BIA) impactaram positivamente na permanência e no desempenho dos estudantes beneficiários, enquanto que o PACCE, se comparado aos programas supracitados, não apresentou resultados promissores, necessitando em uma reavaliação do seu planejamento. Portanto, evidencia-se o quanto as políticas de ajuda financeira influenciam diretamente no desenvolvimento do estudante e como esse vínculo pode contribuir positivamente para sua permanência na universidade., Para evaluar el impacto de las políticas afirmativas en el rendimiento académico de los estudiantes en el campus de la Universidad Federal de Ceará en Crateús, se realizó una encuesta con 162 estudiantes, con el objetivo de analizar el impacto en el gradiente de rendimiento estudiantil derivado del recibo de ayuda financiera, a través del método estadístico “Puntaje de propensión”. Después del estudio, se evidenció que la Ayuda para la Vivienda y el Beca de Iniciación Académica (BIA) tuvieron un impacto positivo en la permanencia y el rendimiento de los estudiantes beneficiarios, mientras que PACCE, en comparación con los programas antes mencionados, no mostró resultados prometedores, lo que requiere una nueva evaluación de su planificación. Por lo tanto, es evidente cuánto influyen directamente las políticas de ayuda financiera en el desarrollo del estudiante y cómo este vínculo puede contribuir positivamente a su estadía en la universidad.

El artículo analiza las percepciones de la población beneficiaria sobre las Becas 6000 en Andalucía (España), un pionero programa de transferencias de rentas condicionadas a resultados educativos limitado a estudiantes de secundaria postobligatoria procedentes de familias de muy escasos recursos. Se ha desarrollado una estrategia cualitativa sustentada en 33 entrevistas en profundidad. El material fue analizado siguiendo procedimientos de la teoría fundamentada. Los análisis revelan dos sentidos principales. Por una parte, la percepción de las becas como un instrumento de equidad en el apoyo a estudiantes con mayores necesidades económicas, aunque se cuestiona su limitada cobertura y escasa flexibilidad. Además, la beca se valora como un Archivos Analíticos de Políticas Educativas Vol. 31, No. 26 2 recurso facilitador de nuevas inversiones en educación y como un recurso básico al servicio de la economía doméstica. Por otra parte, las becas se entienden como un instrumento efectivo para incentivar el esfuerzo y el rendimiento académico. En suma, la beca 6000 se valora como un buen recurso, solidario, justo y necesario, conjugándose los principios de equidad y eficiencia cuya interiorización por parte de la población beneficiaria contribuye a la adhesión y compromiso con el programa., This article analyzes the beneficiary population’s perceptions of the Becas 6000 in Andalusia (Spain), a pioneering income transfer program conditional on educational results limited to post-compulsory secondary school students from very low-income families. A qualitative strategy based on 33 in-depth interviews was developed. The material was analyzed following grounded theory procedures. The analyses reveal two main directions. On the one hand, the perception of scholarships as an instrument of equity in the support of students with greater economic needs, although their limited coverage and lack of flexibility are questioned. In addition, the scholarship is seen as a resource that facilitates new investments in education and as a basic resource at the service of the household economy. On the other hand, scholarships are seen as an effective instrument to encourage effort and academic performance. In short, the 6000 scholarship is seen as a good, fair, and necessary resource, combining the principles of equity and efficiency, the internalization of which by the beneficiary population contributes to their adherence and commitment to the program., Este artigo analisa as percepções da população beneficiária sobre o Becas 6000 na Andaluzia (Espanha), um programa pioneiro de transferência de rendimentos dependente de resultados educativos limitados aos estudantes do ensino secundário pós-compulsivo de famílias com rendimentos muito baixos. Foi desenvolvida uma estratégia qualitativa baseada em 33 entrevistas aprofundadas. O material foi analisado de acordo com procedimentos teóricos fundamentados. As análises revelam duas direcções principais. Por um lado, a percepção das bolsas de estudo como um instrumento de equidade no apoio aos estudantes com maiores necessidades económicas, embora a sua cobertura limitada e falta de flexibilidade sejam postas em causa. Além disso, a bolsa é vista como um recurso que facilita novos investimentos na educação e como um recurso básico ao serviço da economia doméstica. Por outro lado, as bolsas de estudo são vistas como um instrumento eficaz para encorajar o esforço e o desempenho académico. Em suma, a bolsa de estudo 6000 é vista como um recurso bom, solidário, justo e necessário, combinando os princípios de equidade e eficiência, cuja internalização pela população beneficiária contribui para a sua adesão e compromisso com o programa.

The Utah State Board of Education (USBE) voted today in opposition to House Bill 215 (H.B. 215), Funding for Teacher Salaries and Optional Education Opportunities. H.B. 215,3rd Substitute would require the use of public education funding to establish the Utah Fits All Scholarship Program and create $8,000 scholarships for students to access qualified services such as tutoring, instructional materials, assessment preparation, or tuition and fees of a qualifying provider, including private schooling.

The paper examines preconceptions and assumptions behind common understandings of ‘scholarship awards’ in international higher education research, and analyses how these influence the production of knowledge on scholarship programs and their effects. The paper aims to make a major theoretical contribution by proposing an alternative approach to studying these programs. First, drawing on a comprehensive review of the scholarships literature, the paper posits that prevalent theoretical approaches – often drawn from the logic of the scholarship programs themselves – limit our view of what scholarship programs do and can do. Such research constrains understandings of program design and its effects on and implications for sponsored students. Examples of underexplored ethical aspects of sponsorship arrangements are highlighted through examples and vignettes. Then, turning to contemporary discussions related to ethical internationalisation and student mobility, the paper asks which theoretical approaches could aid a focus upon and analysis of these programs in relation to ethics-related themes. Conventions theory (and specifically the orders of worth approach) is proposed as a useful theoretical lens. The paper then synthesises a novel framework using this approach to examine explicit and implicit aspects of sponsorship arrangements, explaining its suitability and potential to produce deeper insights into and more nuanced understanding of the consequences of modern scholarship program design for actors involved in sponsored international student mobility. In conclusion, the promise and significance of this framework utilizing the orders of worth approach for studying questions related to valuation processes and ethical internationalisation is recapitulated and future research is discussed., Artikeln undersöker förutfattade meningar och antaganden bakom vanliga uppfattningar i internationell forskning om högre utbildning om stipendium, och analyserar hur dessa påverkar kunskapsproduktionen om stipendieprogram och deras effekter. Artikeln syftar till att ge ett teoretiskt bidrag genom att föreslå ett alternativt tillvägagångssätt för att studera dessa program. För det första, med utgångspunkt i en omfattande genomgång av stipendielitteraturen, hävdar artikeln att vanliga teoretiska tillvägagångssätt – ofta hämtade från logiken i själva stipendieprogrammen – begränsar vår syn på vad stipendieprogram gör och kan göra. Sådan forskning begränsar förståelsen av programdesign och dess effekter på och implikationer för sponsrade studenter. Exempel på underutforskade etiska aspekter av sponsringsarrangemang lyfts fram genom exempel och vinjetter. Sedan, med referens till samtida diskussioner relaterade till etisk / ansvarsfull internationalisering och studentmobilitet, frågar artikeln vilka teoretiska tillvägagångssätt som kan hjälpa till att fokusera på och analysera dessa program i relation till etikrelaterade teman. Ekonomisk sociologi (och specifikt tillvägagångssättet "order of worth") föreslås som en användbar teoretisk lens. Artikeln sammanställer sedan ett nytt ramverk som använder detta tillvägagångssätt för att undersöka explicita och implicita aspekter av sponsringsarrangemang, och förklarar dess lämplighet och potential att producera djupare insikter i och mer nyanserad förståelse av konsekvenserna av modern stipendieprogramdesign för aktörer som är involverade i internationell studentmobilitet . Avslutningsvis sammanfattas betydelsen av detta ramverk för att studera frågor relaterade till värderingsprocesser och etisk internationalisering och framtida forskning diskuteras., QC 20231127

The paper examines preconceptions and assumptions behind common understandings of ‘scholarship awards’ in international higher education research, and analyses how these influence the production of knowledge on scholarship programs and their effects. The paper aims to make a major theoretical contribution by proposing an alternative approach to studying these programs. First, drawing on a comprehensive review of the scholarships literature, the paper posits that prevalent theoretical approaches – often drawn from the logic of the scholarship programs themselves – limit our view of what scholarship programs do and can do. Such research constrains understandings of program design and its effects on and implications for sponsored students. Examples of underexplored ethical aspects of sponsorship arrangements are highlighted through examples and vignettes. Then, turning to contemporary discussions related to ethical internationalisation and student mobility, the paper asks which theoretical approaches could aid a focus upon and analysis of these programs in relation to ethics-related themes. Conventions theory (and specifically the orders of worth approach) is proposed as a useful theoretical lens. The paper then synthesises a novel framework using this approach to examine explicit and implicit aspects of sponsorship arrangements, explaining its suitability and potential to produce deeper insights into and more nuanced understanding of the consequences of modern scholarship program design for actors involved in sponsored international student mobility. In conclusion, the promise and significance of this framework utilizing the orders of worth approach for studying questions related to valuation processes and ethical internationalisation is recapitulated and future research is discussed., Artikeln undersöker förutfattade meningar och antaganden bakom vanliga uppfattningar i internationell forskning om högre utbildning om stipendium, och analyserar hur dessa påverkar kunskapsproduktionen om stipendieprogram och deras effekter. Artikeln syftar till att ge ett teoretiskt bidrag genom att föreslå ett alternativt tillvägagångssätt för att studera dessa program. För det första, med utgångspunkt i en omfattande genomgång av stipendielitteraturen, hävdar artikeln att vanliga teoretiska tillvägagångssätt – ofta hämtade från logiken i själva stipendieprogrammen – begränsar vår syn på vad stipendieprogram gör och kan göra. Sådan forskning begränsar förståelsen av programdesign och dess effekter på och implikationer för sponsrade studenter. Exempel på underutforskade etiska aspekter av sponsringsarrangemang lyfts fram genom exempel och vinjetter. Sedan, med referens till samtida diskussioner relaterade till etisk / ansvarsfull internationalisering och studentmobilitet, frågar artikeln vilka teoretiska tillvägagångssätt som kan hjälpa till att fokusera på och analysera dessa program i relation till etikrelaterade teman. Ekonomisk sociologi (och specifikt tillvägagångssättet "order of worth") föreslås som en användbar teoretisk lens. Artikeln sammanställer sedan ett nytt ramverk som använder detta tillvägagångssätt för att undersöka explicita och implicita aspekter av sponsringsarrangemang, och förklarar dess lämplighet och potential att producera djupare insikter i och mer nyanserad förståelse av konsekvenserna av modern stipendieprogramdesign för aktörer som är involverade i internationell studentmobilitet . Avslutningsvis sammanfattas betydelsen av detta ramverk för att studera frågor relaterade till värderingsprocesser och etisk internationalisering och framtida forskning diskuteras., QC 20231127

In recent years, the explosive growth of network traffic has placed significant strain on backbone networks. To alleviate the content access delay and reduce additional network resource consumption resulting from large-scale requests, edge caching has emerged as a promising technology. Despite capturing substantial attention from both academia and industry, most existing studies overlook the heterogeneity of the environment and the spatial-temporal characteristics of content popularity. As a result, the potential for edge caching remains largely unexploited. To address these challenges, we propose a neighborhood-aware caching (NAC) framework in this paper. The framework leverages the perimeter information from neighboring base stations (BSs) to model the edge caching problem in heterogeneous scenarios as a Markov Decision Process (MDP). To fully exploit the environmental information, we introduce an improved actor-critic method that integrates an attention mechanism into the neural network. The actor-network in our framework is responsible for making caching decisions based on local information, while the critic network evaluates and enhances the actor's performance. The multi-head attention layer in the critic network enables integration of environmental features into the model, reducing the limitations associated with local investigation. To facilitate comparison from an engineering perspective, we also propose a heuristic algorithm, Neighbor-Influence-Least-Frequently-Use (NILFU). Our extensive experiments demonstrate that the proposed NAC framework outperforms other baseline methods in terms of average delay, hit rate, and traffic offload ratio in heterogeneous scenarios. This highlights the effectiveness of the neighborhood-aware caching approach in enhancing the performance of edge caching systems in such scenarios. IEEE

Seventy-four high school seniors received a Career and Technical Education (CTE) scholarship or tuition award to a Utah postsecondary institution. This year's selection process began in February when 165 students applied for a scholarship or tuition award.

El presente trabajo tiene por objeto hacer un primer acercamiento a la regulación actual del contrato formativo, analizando sus dos modalidades: el contrato de formación en alternancia y el contrato para la obtención de la práctica profesional. El trabajo parte de la premisa de la formación como elemento nuclear de estos contratos, observando cómo las reformas han ido encaminadas a una puesta en valor de tal elemento. También se hace alusión a los problemas que podría seguir planteando esta regulación si no va acompañada de otras reformas normativas que re-gulan las mismas o parecidas situaciones a través de becas o prácticas que se encuentran fuera del ámbito laboral., The purpose of this paper is to make a first approach to the current regulation of the training contract, analyzing its two modalities: the alternat-ing training contract and the contract for obtaining professional practice. The work is based on the premise of training as a nuclear element of these contracts, observing how the reforms have been aimed at enhancing the value of such an element. Reference is also made to the problems that this regulation could continue to pose if it is not accompanied by other regulatory reforms that regulate the same or similar situations through scholarships or internships that are outside the workplace.

The large-scale transatlantic mobility of students, teachers, and researchers is a twentieth-century phenomenon that has contributed to the reshaping of international cultural, economic, and political relations into the twenty-first century. Through and as part of this development, the United States transformed into a powerful and influential country on the global stage. As a large, populous, and industrialized nation, the United States has been significant both as a funder of international mobility and as a destination for foreign students and scholars. Sweden, a small, peripheral country in Northern Europe, has had a long relationship with the United States. Amidst the mass migration of peoples from several European countries to North America in the mid-nineteenth century to the 1920s, over one million Swedes migrated to the United States. The connections made through this migration, combined with the growing economic, industrial, and cultural resources of the United States, led to a renewed desire to maintain and improve relations between the two countries from the early twentieth century. This study investigates the development of scholarship programs in Sweden and the United States and their role in the academic exchange between these two countries from 1912–1980. Set against broader cultural, economic, and political processes that increased the scale and complexity of academic mobility in the twentieth century, this study explains how scholarships facilitated and structured flows of people and knowledge. The relationships between three parts of scholarship programs are analyzed: their purposes, organizational frameworks and praxis, and scholarship awards. The analysis employs three points of departure: rationales for internationalization, historical institutionalism, and symbolic capital. Annual reports and scholarship holder documentation are the two main types of sources. Annual reports were used to create a historical timeline of the purposes that drove the

El presente trabajo tiene por objeto hacer un primer acercamiento a la regulación actual del contrato formativo, analizando sus dos modalidades: el contrato de formación en alternancia y el contrato para la obtención de la práctica profesional. El trabajo parte de la premisa de la formación como elemento nuclear de estos contratos, observando cómo las reformas han ido encaminadas a una puesta en valor de tal elemento. También se hace alusión a los problemas que podría seguir planteando esta regulación si no va acompañada de otras reformas normativas que re-gulan las mismas o parecidas situaciones a través de becas o prácticas que se encuentran fuera del ámbito laboral., The purpose of this paper is to make a first approach to the current regulation of the training contract, analyzing its two modalities: the alternat-ing training contract and the contract for obtaining professional practice. The work is based on the premise of training as a nuclear element of these contracts, observing how the reforms have been aimed at enhancing the value of such an element. Reference is also made to the problems that this regulation could continue to pose if it is not accompanied by other regulatory reforms that regulate the same or similar situations through scholarships or internships that are outside the workplace.

For decades, Luxembourg did without its own national university. Before and after the Luxembourg’s founding (UL) (2003), tertiary education and the status of being a Luxembourgish student have been closely linked to international student mobility (ISM). This long-standing tradition was maintained in the new university via compulsory ISM—to bolster the national elite’s European networks and internationalization. Focusing on ISM from Luxembourg—based on analysis of policy documents regarding the UL’s foundation and state allowances for students—we show that policymakers strongly favored ISM. We confront this policy agenda with the perspectives and self-identification of both credit and degree mobile Luxembourgish students. In narrative interviews, students did not always view compulsory ISM as positively as did policymakers. For students, the quality of a stay abroad is much more important—a perspective lacking in the state’s quantity-driven agenda. In the country with the highest ISM rates globally, constraints remain to achieve equity in ISM.

Senator Jake Anderegg's weekly outreach to his constituents to discuss the issues facing Utah and Senate District 13.

For decades, Luxembourg did without its own national university. Before and after the Luxembourg’s founding (UL) (2003), tertiary education and the status of being a Luxembourgish student have been closely linked to international student mobility (ISM). This long-standing tradition was maintained in the new university via compulsory ISM—to bolster the national elite’s European networks and internationalization. Focusing on ISM from Luxembourg—based on analysis of policy documents regarding the UL’s foundation and state allowances for students—we show that policymakers strongly favored ISM. We confront this policy agenda with the perspectives and self-identification of both credit and degree mobile Luxembourgish students. In narrative interviews, students did not always view compulsory ISM as positively as did policymakers. For students, the quality of a stay abroad is much more important—a perspective lacking in the state’s quantity-driven agenda. In the country with the highest ISM rates globally, constraints remain to achieve equity in ISM.

For decades, Luxembourg did without its own national university. Before and after the Luxembourg’s founding (UL) (2003), tertiary education and the status of being a Luxembourgish student have been closely linked to international student mobility (ISM). This long-standing tradition was maintained in the new university via compulsory ISM—to bolster the national elite’s European networks and internationalization. Focusing on ISM from Luxembourg—based on analysis of policy documents regarding the UL’s foundation and state allowances for students—we show that policymakers strongly favored ISM. We confront this policy agenda with the perspectives and self-identification of both credit and degree mobile Luxembourgish students. In narrative interviews, students did not always view compulsory ISM as positively as did policymakers. For students, the quality of a stay abroad is much more important—a perspective lacking in the state’s quantity-driven agenda. In the country with the highest ISM rates globally, constraints remain to achieve equity in ISM.

The large-scale transatlantic mobility of students, teachers, and researchers is a twentieth-century phenomenon that has contributed to the reshaping of international cultural, economic, and political relations into the twenty-first century. Through and as part of this development, the United States transformed into a powerful and influential country on the global stage. As a large, populous, and industrialized nation, the United States has been significant both as a funder of international mobility and as a destination for foreign students and scholars. Sweden, a small, peripheral country in Northern Europe, has had a long relationship with the United States. Amidst the mass migration of peoples from several European countries to North America in the mid-nineteenth century to the 1920s, over one million Swedes migrated to the United States. The connections made through this migration, combined with the growing economic, industrial, and cultural resources of the United States, led to a renewed desire to maintain and improve relations between the two countries from the early twentieth century. This study investigates the development of scholarship programs in Sweden and the United States and their role in the academic exchange between these two countries from 1912–1980. Set against broader cultural, economic, and political processes that increased the scale and complexity of academic mobility in the twentieth century, this study explains how scholarships facilitated and structured flows of people and knowledge. The relationships between three parts of scholarship programs are analyzed: their purposes, organizational frameworks and praxis, and scholarship awards. The analysis employs three points of departure: rationales for internationalization, historical institutionalism, and symbolic capital. Annual reports and scholarship holder documentation are the two main types of sources. Annual reports were used to create a historical timeline of the purposes that drove the

The large-scale transatlantic mobility of students, teachers, and researchers is a twentieth-century phenomenon that has contributed to the reshaping of international cultural, economic, and political relations into the twenty-first century. Through and as part of this development, the United States transformed into a powerful and influential country on the global stage. As a large, populous, and industrialized nation, the United States has been significant both as a funder of international mobility and as a destination for foreign students and scholars. Sweden, a small, peripheral country in Northern Europe, has had a long relationship with the United States. Amidst the mass migration of peoples from several European countries to North America in the mid-nineteenth century to the 1920s, over one million Swedes migrated to the United States. The connections made through this migration, combined with the growing economic, industrial, and cultural resources of the United States, led to a renewed desire to maintain and improve relations between the two countries from the early twentieth century. This study investigates the development of scholarship programs in Sweden and the United States and their role in the academic exchange between these two countries from 1912–1980. Set against broader cultural, economic, and political processes that increased the scale and complexity of academic mobility in the twentieth century, this study explains how scholarships facilitated and structured flows of people and knowledge. The relationships between three parts of scholarship programs are analyzed: their purposes, organizational frameworks and praxis, and scholarship awards. The analysis employs three points of departure: rationales for internationalization, historical institutionalism, and symbolic capital. Annual reports and scholarship holder documentation are the two main types of sources. Annual reports were used to create a historical timeline of the purposes that drove the

This video from the National CyberWatch Center highlights Microsoft's cybersecurity scholarship program. This scholarship program supports community college students in a cybersecurity pathway. In the video, Kendra Grady discusses her role in the scholarship program, the Last Mile Education Fund, how students can apply for scholarships, what scholarships cover, and more. The video recording runs 14:25 minutes in length.

El presente trabajo tiene por objeto hacer un primer acercamiento a la regulación actual del contrato formativo, analizando sus dos modalidades: el contrato de formación en alternancia y el contrato para la obtención de la práctica profesional. El trabajo parte de la premisa de la formación como elemento nuclear de estos contratos, observando cómo las reformas han ido encaminadas a una puesta en valor de tal elemento. También se hace alusión a los problemas que podría seguir planteando esta regulación si no va acompañada de otras reformas normativas que re-gulan las mismas o parecidas situaciones a través de becas o prácticas que se encuentran fuera del ámbito laboral., The purpose of this paper is to make a first approach to the current regulation of the training contract, analyzing its two modalities: the alternat-ing training contract and the contract for obtaining professional practice. The work is based on the premise of training as a nuclear element of these contracts, observing how the reforms have been aimed at enhancing the value of such an element. Reference is also made to the problems that this regulation could continue to pose if it is not accompanied by other regulatory reforms that regulate the same or similar situations through scholarships or internships that are outside the workplace.

El artículo analiza las percepciones de la población beneficiaria sobre las Becas 6000 en Andalucía (España), un pionero programa de transferencias de rentas condicionadas a resultados educativos limitado a estudiantes de secundaria postobligatoria procedentes de familias de muy escasos recursos. Se ha desarrollado una estrategia cualitativa sustentada en 33 entrevistas en profundidad. El material fue analizado siguiendo procedimientos de la teoría fundamentada. Los análisis revelan dos sentidos principales. Por una parte, la percepción de las becas como un instrumento de equidad en el apoyo a estudiantes con mayores necesidades económicas, aunque se cuestiona su limitada cobertura y escasa flexibilidad. Además, la beca se valora como un Archivos Analíticos de Políticas Educativas Vol. 31, No. 26 2 recurso facilitador de nuevas inversiones en educación y como un recurso básico al servicio de la economía doméstica. Por otra parte, las becas se entienden como un instrumento efectivo para incentivar el esfuerzo y el rendimiento académico. En suma, la beca 6000 se valora como un buen recurso, solidario, justo y necesario, conjugándose los principios de equidad y eficiencia cuya interiorización por parte de la población beneficiaria contribuye a la adhesión y compromiso con el programa., This article analyzes the beneficiary population’s perceptions of the Becas 6000 in Andalusia (Spain), a pioneering income transfer program conditional on educational results limited to post-compulsory secondary school students from very low-income families. A qualitative strategy based on 33 in-depth interviews was developed. The material was analyzed following grounded theory procedures. The analyses reveal two main directions. On the one hand, the perception of scholarships as an instrument of equity in the support of students with greater economic needs, although their limited coverage and lack of flexibility are questioned. In addition, the scholarship is seen as a resource that facilitates new investments in education and as a basic resource at the service of the household economy. On the other hand, scholarships are seen as an effective instrument to encourage effort and academic performance. In short, the 6000 scholarship is seen as a good, fair, and necessary resource, combining the principles of equity and efficiency, the internalization of which by the beneficiary population contributes to their adherence and commitment to the program., Este artigo analisa as percepções da população beneficiária sobre o Becas 6000 na Andaluzia (Espanha), um programa pioneiro de transferência de rendimentos dependente de resultados educativos limitados aos estudantes do ensino secundário pós-compulsivo de famílias com rendimentos muito baixos. Foi desenvolvida uma estratégia qualitativa baseada em 33 entrevistas aprofundadas. O material foi analisado de acordo com procedimentos teóricos fundamentados. As análises revelam duas direcções principais. Por um lado, a percepção das bolsas de estudo como um instrumento de equidade no apoio aos estudantes com maiores necessidades económicas, embora a sua cobertura limitada e falta de flexibilidade sejam postas em causa. Além disso, a bolsa é vista como um recurso que facilita novos investimentos na educação e como um recurso básico ao serviço da economia doméstica. Por outro lado, as bolsas de estudo são vistas como um instrumento eficaz para encorajar o esforço e o desempenho académico. Em suma, a bolsa de estudo 6000 é vista como um recurso bom, solidário, justo e necessário, combinando os princípios de equidade e eficiência, cuja internalização pela população beneficiária contribui para a sua adesão e compromisso com o programa.

Senator Jake Anderegg's weekly outreach to his constituents to discuss the issues facing Utah and Senate District 13.

El presente trabajo tiene por objeto hacer un primer acercamiento a la regulación actual del contrato formativo, analizando sus dos modalidades: el contrato de formación en alternancia y el contrato para la obtención de la práctica profesional. El trabajo parte de la premisa de la formación como elemento nuclear de estos contratos, observando cómo las reformas han ido encaminadas a una puesta en valor de tal elemento. También se hace alusión a los problemas que podría seguir planteando esta regulación si no va acompañada de otras reformas normativas que re-gulan las mismas o parecidas situaciones a través de becas o prácticas que se encuentran fuera del ámbito laboral., The purpose of this paper is to make a first approach to the current regulation of the training contract, analyzing its two modalities: the alternat-ing training contract and the contract for obtaining professional practice. The work is based on the premise of training as a nuclear element of these contracts, observing how the reforms have been aimed at enhancing the value of such an element. Reference is also made to the problems that this regulation could continue to pose if it is not accompanied by other regulatory reforms that regulate the same or similar situations through scholarships or internships that are outside the workplace.

The large-scale transatlantic mobility of students, teachers, and researchers is a twentieth-century phenomenon that has contributed to the reshaping of international cultural, economic, and political relations into the twenty-first century. Through and as part of this development, the United States transformed into a powerful and influential country on the global stage. As a large, populous, and industrialized nation, the United States has been significant both as a funder of international mobility and as a destination for foreign students and scholars. Sweden, a small, peripheral country in Northern Europe, has had a long relationship with the United States. Amidst the mass migration of peoples from several European countries to North America in the mid-nineteenth century to the 1920s, over one million Swedes migrated to the United States. The connections made through this migration, combined with the growing economic, industrial, and cultural resources of the United States, led to a renewed desire to maintain and improve relations between the two countries from the early twentieth century. This study investigates the development of scholarship programs in Sweden and the United States and their role in the academic exchange between these two countries from 1912–1980. Set against broader cultural, economic, and political processes that increased the scale and complexity of academic mobility in the twentieth century, this study explains how scholarships facilitated and structured flows of people and knowledge. The relationships between three parts of scholarship programs are analyzed: their purposes, organizational frameworks and praxis, and scholarship awards. The analysis employs three points of departure: rationales for internationalization, historical institutionalism, and symbolic capital. Annual reports and scholarship holder documentation are the two main types of sources. Annual reports were used to create a historical timeline of the purposes that drove the

The large-scale transatlantic mobility of students, teachers, and researchers is a twentieth-century phenomenon that has contributed to the reshaping of international cultural, economic, and political relations into the twenty-first century. Through and as part of this development, the United States transformed into a powerful and influential country on the global stage. As a large, populous, and industrialized nation, the United States has been significant both as a funder of international mobility and as a destination for foreign students and scholars. Sweden, a small, peripheral country in Northern Europe, has had a long relationship with the United States. Amidst the mass migration of peoples from several European countries to North America in the mid-nineteenth century to the 1920s, over one million Swedes migrated to the United States. The connections made through this migration, combined with the growing economic, industrial, and cultural resources of the United States, led to a renewed desire to maintain and improve relations between the two countries from the early twentieth century. This study investigates the development of scholarship programs in Sweden and the United States and their role in the academic exchange between these two countries from 1912–1980. Set against broader cultural, economic, and political processes that increased the scale and complexity of academic mobility in the twentieth century, this study explains how scholarships facilitated and structured flows of people and knowledge. The relationships between three parts of scholarship programs are analyzed: their purposes, organizational frameworks and praxis, and scholarship awards. The analysis employs three points of departure: rationales for internationalization, historical institutionalism, and symbolic capital. Annual reports and scholarship holder documentation are the two main types of sources. Annual reports were used to create a historical timeline of the purposes that drove the

[Resumen:] Con el objetivo de acercar a los estudiantes de los últimos cursos de las titulaciones de Ingeniería Civil a la realidad profesional, los profesores integrantes del Grupo de Innovación Educativa (GIE) “Carreteras” organizaron la asistencia de varios estudiantes al congreso “30ª Semana de la Carretera”. La entidad organizadora, la Asociación Española de la Carretera (AEC) concedió a la Escuela Técnica Superior de Ingeniería de Caminos, Canales y Puertos de la Universidade da Coruña (UDC) varias becas de inscripción, para que estudiantes interesados pudiesen asistir al congreso sin tener que abonar los costes de inscripción. Un total de 11 estudiantes se inscribieron. Con el fin de evaluar la asistencia, satisfacción del estudiantado y consecución del principal objetivo, se llevó a cabo una encuesta online, anónima, mediante el programa Microsoft Forms. De forma global, los estudiantes valoraron con 9,10 puntos de 10 su experiencia en la 30ª Semana de la Carretera. Una puntuación muy alta que demuestra la total satisfacción del estudiantado con la actividad propuesta. Además, el objetivo principal de acercar al estudiantado de los últimos cursos de las titulaciones de Ingeniería Civil de la UDC a la realidad profesional, mediante su asistencia a un congreso en el que se trataban temas novedosos sobre el sector viario, se puede considerar que se ha conseguido., [Abstract:] With the aim of bringing students of the last years of Civil Engineering degrees closer to the professional reality, the professors of the Educational Innovation Group (GIE) “Roads” organized the attendance of several students to the congress “30th Road Week”. The organizing entity, the Spanish Road Association (AEC) granted the School of Civil Engineering of the University of A Coruña (UDC) several registration scholarships, so that interested students could attend the congress without having to pay the registration costs. A total of 11 students registered. In order to evaluate attendance, student satisfaction and achievement of the main objective, an anonymous online survey was carried out using Microsoft Forms. Overall, the students rated their experience in the 30th Road Week with 9.10 out of 10 points. A very high score that demonstrates the total satisfaction of the students with the proposed activity. In addition, the main objective of bringing the students of the last years of the Civil Engineering degrees of the UDC closer to the professional reality, through their attendance to a congress in which new topics on the road sector were discussed, can be considered to have been achieved.

La mesura forma part del Pla de Drets Culturals de la ciutat i vol posar especial atenció en el suport a totes aquelles empreses, entitats i col·lectius que formen la base del teixit cultural de la ciutat.

In order to develop deeper understandings of elite integration and pathways to power, scholars in the fields of sociology of education and professions have highlighted the need for research to examine the role of knowledge content in the educational backgrounds of governing elites. Complexity around governance due to multifaceted challenges posed by global health crises, demographic changes and climate change, has intensified this need. Through descriptive analyses of forty years of annual reporting data of Singapore’s public service commission, this article examines institutional stability and change in a national scholarship programme from a historical and sociological perspective. The findings illustrate modifications in the valorisation of knowledge acquired by future governing elites over time, with changes marked out by historical periods relating to nation-building, legitimising the elite, and attempts to ‘diversifying’ the elite. These findings provide insights on a specific case of state-sponsored mobility, while presenting implications for the role of travelling scholarships in facilitating the acquisition of knowledge, as local elites are schooled for governmental work. The text concludes with questions about how systems of sponsored mobility, built on transnational aspirations, might be reshaped due to current disruptions to international student mobility.

The purpose of this study was to explore the experiences of Latinx applicants to nationally prestigious awards that have an international component. Students from minoritized backgrounds are underrepresented in these awards (Gerz-Escandon, 2017; Brownstein, 2001; Pinto-Alicea, 2001). While research suggests that Latinx students often lack the resources, backgrounds, or preparation to excel in higher education (Gandara, 2017; Salas, 2016; Trevino & DeFreitas, 2014; Bastedo & Jaquette, 2011), community cultural wealth (Yosso, 2005) highlights less traditional types of capital that minority students bring to higher education. Using narrative analysis, I examined the application stories of nine Latinx students who had applied to a prestigious award through Florida International University. After conducting two in-depth, semi-structured interviews, three major themes emerged. First, the family was central in my participants’ application stories, influencing their aspirations, providing moral support, and inculcating values like self-improvement. Second, the participants also relied on other networks of support that provided both emotional and instrumental support in the application process, including mentors, viii institutional award advisors, faculty, and even peers. Last, my participants drew on their cultural capital throughout the application process, which included highlighting how their language abilities, cross-cultural adaptability, and cultural identities made them competitive. These results are in line with Yosso’s (2005) model of community cultural wealth, which emphasizes familial and aspirational capital, social capital in the form of key networks of support, and linguistic, navigational, and resistant capital. My research challenges the narrative that suggests that Latinx students lack the ability to be successful in higher education, and particularly in applying for prestigious awards. It provides different perspectives on community cultural wealth (Yosso