Relevant bibliographies by topics / Educational travel

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educational travel'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Educational travel"

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van ‘t Klooster, Erik, Jeroen van Wijk, Frank Go, and Johan van Rekom. "Educational travel." Annals of Tourism Research 35, no. 3 (July 2008): 690–711. http://dx.doi.org/10.1016/j.annals.2008.05.003.

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Long, Joshua, Alison Vogelaar, and Brack W. Hale. "Toward sustainable educational travel." Journal of Sustainable Tourism 22, no. 3 (July 30, 2013): 421–39. http://dx.doi.org/10.1080/09669582.2013.819877.

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Tarrant, Michael A., Lee Stoner, William T. Borrie, Gerard Kyle, Roger L. Moore, and Annette Moore. "Educational Travel and Global Citizenship." Journal of Leisure Research 43, no. 3 (September 2011): 403–26. http://dx.doi.org/10.1080/00222216.2011.11950243.

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Stone, Matthew J., and James F. Petrick. "The Educational Benefits of Travel Experiences." Journal of Travel Research 52, no. 6 (August 27, 2013): 731–44. http://dx.doi.org/10.1177/0047287513500588.

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Dean, Paul, and Claudia Kelly. "Educational Travel for First-Generation Students." Teaching Sociology 48, no. 4 (October 2020): 341–52. http://dx.doi.org/10.1177/0092055x20952826.

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Research on educational travel has shown significant student outcomes for personal, academic, and professional growth. However, there are financial and cultural barriers that make it harder for some groups of students to participate in programs such as study abroad and shorter-term educational travel. This article examines the unique challenges and opportunities for first-generation and low-income students in these programs. It analyzes a short-term (10-day) educational travel group of exclusively first-generation participants, including three students, a faculty member, and an administrator, studying social mobility in Denmark. Coauthored by a faculty member and student from the trip, the article qualitatively reflects on student gains in personal growth, social connectedness, professional skills, and sociological knowledge. The article concludes by advocating for more targeted programming in recruiting and supporting first-generation students in educational travel.
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Ayalon, Yoni, and Izhak Schnell. "German Youth Educational Travel to Israel." Journal of Hospitality & Tourism Education 26, no. 4 (October 2, 2014): 188–97. http://dx.doi.org/10.1080/10963758.2014.959965.

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Ahn, Hyun-Young, and Soo-Mi Kim. ""The Effect of Travel Constraints on Travel Satisfaction and Educational Significance "." Northeast Asia Tourism Research 16, no. 1 (February 28, 2020): 33–49. http://dx.doi.org/10.35173/natr.16.1.2.

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Vikhoreva, Liya. "Media Publicity of Tourist Practice: Cultural and Educational Aspects." Theoretical and Practical Issues of Journalism 7, no. 4 (October 15, 2018): 755–70. http://dx.doi.org/10.17150/2308-6203.2018.7(4).755-770.

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The article considers travel journalism as a factor for enriching the societys intellectual potential with the help of cultural-educational and other information resources. The article studies positive influence of digital environment that ensures timely exchange of intellectual products. The necessity to use innovation resources appearing in travel practice is stated, since the cultural background that is being updated is an important condition to for understanding modern processes occurring in society. The anthropological nature of travel practice defines the need for an extensive user content in the media space of the travel media. The user content is considered as a platform for active authors to express their views, for audience integrity as well as for travel journalists creative writing. The article analyses not only the intellectual potential of travel journalism which is being constantly updated in its information field while realizing cognitive and reflective functions of the travel media. It also analyses the functional integrity of journalism as a factor optimizing the tasks of modern travel practice. The ability of travel media to create a media picture of the world for the audience as a model for further building travel practice is also considered. How travel journalism motivates the audience to create a well-balanced travel content which enriches a persons and different groups intellectual potential with innovative knowledge, axiological and behavioural resources is revealed. The author tries to describe digital travel media as an important source that contributes to the main functions of travel journalism realization relying on using applications and other online services. The research findings enable the author to say that modern travel journalism provides readers and users of online media with an opportunity to participate in creating travel content, to use new resources necessary for social development, to turn these resources into travel practice reality.
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HUBERMAN, MICHAEL. "How Well Does Educational Research Really Travel?" Educational Researcher 16, no. 1 (January 1987): 5–13. http://dx.doi.org/10.3102/0013189x016001005.

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Hale, Brack W., Alison Vogelaar, and Joshua Long. "A‐broad spectrum: sustainability in educational travel." International Journal of Sustainability in Higher Education 14, no. 4 (September 13, 2013): 349–66. http://dx.doi.org/10.1108/ijshe-07-2011-0049.

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Dissertations / Theses on the topic "Educational travel"

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Saitow, Ann. "Educational Travel and Adolescent Development." The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-10132009-110213/.

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Educational travel forms the basis for novel learning experiences that enhance adolescent development by enabling students to make choices about their own survival in an unfamiliar setting. This biological adaptation is driven by stimulation of the midbrain which produces high levels of dopamine, the chemical associated with learning. The elements of educational travel that promote sustained adolescent learning are: clear communication, commitment and action, communal trust and respect, maturity developed through assigned responsibilities and exposure to varied life circumstances, flexibility, and transition back to traditional school environments.
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Winfield, Sarah Jane. "Education for international understanding : British secondary schools, educational travel and cultural exchange, 1919-1939." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708957.

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Hill, Joanna. "Mental time travel in schools : children's counterfactual thinking : the educational implications." Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/77186/.

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The current research study explores the use of counterfactual thinking by children in school settings. Counterfactual thinking is entertaining imaginative thoughts about what might have been -­‐ the 'what if' or 'if only' thoughts. Research has shown regularities in the way that people think counterfactually and has suggested that the focus of these thoughts is influenced by the order of events prior to an event (temporal and causal order) and there are strong links with self-­‐ evaluative emotions (e.g., regret and blame) and social judgements (e.g., blame). The first section will entail a comprehensive and in-­‐depth review of the existing literature with regards to this area and its links to educational practice. The empirical study, found in the second section, is primarily aimed at addressing the order effects within counterfactual thinking using quantitative and qualitative methods. Consequently, 121 children were asked to answer questions about two scenarios. In addition, this research adopted a mixed-­‐design approach and a series of interviews were carried out with 13 pupils, randomly selected from the children who took part in the quantitative stage of the study. These pupils were asked specific questions about their responses to the scenarios. Two focus groups comprising of teachers of some of the pupils who took part in the study were also set up to elicit views, more generally, on children's thinking about school-­‐based events. The temporal order effect was observed in the sentence completion task and for blame questions but not for questions about regret and blame. The causal order effect was observed in the choice of first event to focus on but not for the question of blame. Thematic analysis of the qualitative data indicated that children thought of order to explain their choices but also created stories to explain their ideas. A few children described their choices in terms of automatic thoughts; locus of control was also a theme from the interviews. Analysis of teachers' views suggested that they felt negatively about children's thinking in terms of events in school and made links between pupils' thought patterns and their emotional experiences. In addition, the teachers believed that children should take more responsibility for their actions. Interpretations of the findings are discussed with regard to children’s thinking, emotions and behaviour. Implications for educators and educational psychologists are considered.
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Mergens, David. "The impact of educational travel on high school social studies students." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/61221.

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This study investigates the impact and value that high school social studies students and teachers see in educational travel. Many students and teachers participate in school-based trips, but little research has been done that investigates the deeper implications of educational travel, as to identify and maximize the positive benefits of such experiences. For the purposes of this project, educational travel is defined as school-based educational trips that last longer than a day, and involve elements that include guided tours, hands-on learning, interactive tasks, and community service. Further, I have divided educational travel into three categories that pertain to a trip’s design and focus: 1) tour-guided; 2) task-specific; and 3) socially immersive. Participants in this study included six of my former students and three of my former teaching colleagues. All participants had experiences with educational travel prior to this study. Data were collected through a series of conversational interviews, which I transcribed and analyzed. This allowed me to analyze participant responses and form organizing concepts, to which I plotted emergent categories. My findings showed that students and teachers see tremendous value in educational travel with respect to developing confidence, building historical and global mindedness, and fostering empathy and self-awareness. My findings also showed how educational travel experiences can influence the choices students make later in life regarding post-secondary education, careers, and philanthropy. This study contributes to social studies education scholarship in that it shines light on the impact educational travel has on high school students and offers insight into maximizing the positive benefits associated with such experiences. Nevertheless, this study is small-scale, and further research is needed to address some limitations, which include the implications of educational travel for students from different socio-economic contexts, as well as attaining a deeper understanding of the long-term benefits of educational travel.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Perin, Jodi R. "Educational travel for societal change: An exploration of popular education along the Mexico-United States border." Thesis, The University of Arizona, 2003. http://hdl.handle.net/10150/278807.

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During the past few decades, anthropologists have become increasingly interested in how different cultural frameworks come together. One opportunity to view such interactions is presented by travel seminars based on a transformative education model, which aim to educate middle-class people about conditions in economically depressed areas through travel. The task of this thesis is to examine the experiences of U.S. participant groups in one transformative education program, paying particular attention to interpersonal contact, both within groups and between them and local people, and to how participants experience the location of poverty. I argue that multiple factors play a role in terms of whether, how, and why trip participants appear to form new meanings based on their experiences. These factors include the individual's ability to empathize with the 'Other' (i.e. local people) met on the trip and previous experience in and knowledge of economically depressed areas, especially the Third World.
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Burton-Smith, Deborah. "Learning outcomes of leisure travel : explorations towards the development of educational programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0003/MQ43597.pdf.

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Bennett, Michael. "An exploration of transformational learning in adults as a result of adventure travel experiences." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556870.

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The purpose of this exploratory qualitative research study was to identify the elements of adventure travel experiences that contribute to the process of transformational learning in adults. A qualitative research design was employed for this study. The sources of data were twelve pre-existing and de-identified interview transcriptions. A textual analysis was performed on the data, using an a priori approach to coding and analysis. An analysis of the data identified seven key themes that were critical for transformational learning in adults: (a) A Call to Adventure; (b) Being Open to Experience; (c) Entering a Zone Unknown; (d) Extra-Ordinary & Challenging Experiences; (e) Meaningful Interactions with Others (f) Re-Connecting to Self; and (g) Taking Action. These themes suggested a process for transformational learning in adults. In addition, (a) the authentic nature of the experience and (b) trip length, were also found to be important factors in transformational learning for these interviewees. These findings also suggest that intentionally designing adventure travel programs around these themes and the emergent transformational learning process has the potential to increase the likelihood of participants experiencing transformational learning through adventure travel.

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Foran, Heather. "Host Experiences of Educational Travel Programs| Challenges and Opportunities from a Decolonization Lens." Thesis, Prescott College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=1606218.

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The transformative benefits of cross-cultural interaction and the “disruption” caused by the confrontation with injustice, poverty and culture shock for students through immersion experiences are well-documented. In contrast, however, there is very little research that documents the experience of host communities - those into whom the traveler is immersed. What is the experience of individuals from these host communities? What is the value or significance to them of hosting educational travel groups? What opportunities exist for educational travel programs to be venues for decolonization and social justice work that is mutually beneficial to student groups and host communities? This project is a phenomenological study consisting of in-depth interviews with six native or indigenous community partners who worked with two high school educational travel programs—one internationally and one domestically. Participants reported a clear understanding of their co-educational role and attached broader global and spiritual significance to that. A number of recommendations emerged for building mutually beneficial relationships in the context of educational travel.

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Arsenault, Nancy. "A study of educational-travel and older adult learners : participant types and program choices." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34908.

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This exploratory study identified 18 factors influencing the choice of an educational-travel program and refined a typology of the older adult educational-travel participant. A mail questionnaire queried 963 Canadian and American participants, aged 45 to 92 years, who had enrolled in a fall 1997 Elderhostel Canada program, but not yet attended. The number of useable surveys was 811, representing an 84.2% rate of return. The analysis employed descriptive statistics, correlation, factor analysis, step-wise regression analysis, analysis of variance, and content analysis.
Five participant types were identified in this study: the Explorer, Activity-Oriented, Content-Committed, Convenience-Oriented, and Opportunist. Sixty-three percent of the population could be assigned to one of these categories; 22% were assigned to a combination of two categories; and 15% of the study population did not fit this typology. The two dominant participant types were the Activity-Oriented and the Explorer.
This study revealed 18 factors that influence the program choice of older adult educational-travel participants: Social, Comfort, Location, Attend alone, Attend Accompanied, Activity, Information, Cost, Program, Personal Limitations, Escape, Travel, Organizational Attributes, Accessibility, Previous Experience, Dates, Seasonal Influence, and Work. Using step-wise regression analysis, the program choice factors that best discriminated the various participant types were the Activity, Program, Location, Personal Limitations, Accessibility, and Organizational Attributes factors. An analysis of the mean scores revealed that six factors had the greatest influence on program choice: Organizational Attributes, Location, Program, Attending Accompanied, Social and Comfort.
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Arsenault, Nancy L. "A study of educational-travel and older adult learners, participant types and program choices." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0017/NQ44349.pdf.

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Books on the topic "Educational travel"

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Your educational visit. London: New Education Press, 1985.

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Warneke, Sara. Images of the educational traveller in early modern England. Leiden: E.J. Brill, 1995.

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Ageshkina, Nataliya. Fundamentals of travel agency and tour operator activity. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1072191.

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In the textbook, taking into account the current national and international legal norms, the latest legislative changes affecting the tourism industry, the goals, objectives and directions of tourism development in the Russian Federation, explanations of authorized state bodies, established law enforcement practices, and doctrinal interpretations, the basics of implementing travel agency and tour operator activities in the Russian Federation are considered. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. It is focused on the study of students receiving secondary vocational education in the specialty 43.02.10 "Tourism", the general professional discipline "Organization of the tourism industry" and the professional modules "PM. 01. Provision of tourist services", "PM. 03. Provision of tour operator services", "PM. 04. Management of the functional division of the organization".
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Centre), PATA Travel Mart Educational Forum 2000 (2000 Singapore International Converntion &. Exhibition. PATA Travel Mart Educational Forum 2000, April 11, 2000, Singapore International Convention & Exhibition Centre: Proceedings. Bangkok: Pacific Asia Travel Association, 2000.

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The neighbor's kid: A cross-country journey in search of what education means to Americans. Washington, D.C: Capital Research Center, 2010.

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Cohen, Erik. Youth tourism to Israel: Educational experiences of the diaspora. Clevedon: Channel View Publications, 2008.

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Cohen, Erik. Youth tourism to Israel: Educational experiences of the diaspora. Clevedon: Channel View Publications, 2008.

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University of Dhaka. Urban Studies Programme., ed. Dhaka, folk work and place. Dhaka, Bangladesh: Urban Studies Programme, Dept. of Geography, University of Dhaka, 1996.

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Yorkshire and Humberside Association for Further and Higher Education. TRADEC: Trades education a partnership : tradec information pack. [Leeds]: Yorkshire and Humberside Association for Further and Higher Education, 1986.

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Prof de ZEP ça peut mener loin, ou, Chronique d'une classe de troisième. Paris: Fabert, 2004.

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Book chapters on the topic "Educational travel"

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Cohen, Erik H. "Travel as a Jewish Educational Tool." In International Handbooks of Religion and Education, 615–31. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0354-4_35.

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van’t Klooster, Erik, and Frank Go. "Leveraging computer mediated communication for social support in educational travel." In Information and Communication Technologies in Tourism 2006, 260. Vienna: Springer Vienna, 2006. http://dx.doi.org/10.1007/3-211-32710-x_35.

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Stein, Mary Kay, Lea Hubbard, and Judith Toure. "Travel of District-Wide Approaches to Instructional Improvement: How Can Districts Learn from One Another?" In Second International Handbook of Educational Change, 781–805. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-2660-6_44.

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Strong, Michele M. "“A True Agent of Civilisation”: Travel and the “Educational Idea,” 1841–1861." In Education, Travel and the 'Civilisation' of the Victorian Working Classes, 17–41. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137338082_2.

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Strong, Michele M. "Turning the Educational Idea on Its Head: The Lib-Lab Alliance and the Organization of the Working Men’s 1867 Exhibition Tours." In Education, Travel and the 'Civilisation' of the Victorian Working Classes, 42–58. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137338082_3.

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Copeland, Scott. "Israel Travel Education." In International Handbooks of Religion and Education, 497–513. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0354-4_29.

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Depaepe, Marc, Lieven D’hulst, and Frank Simon. "Crossing the Atlantic to Gain Knowledge in the Field of Psycho-Pedagogy: The 1922 Mission of Ovide Decroly and Raymond Buyse to the USA and the Travel Diary of the Latter." In Educational Research: The Importance and Effects of Institutional Spaces, 47–60. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6247-3_4.

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Poortman, Anne-Rigt. "Postdivorce Parent-Child Contact and Child Outcomes: The Role of Spatial Mobility." In European Studies of Population, 207–29. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68479-2_10.

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AbstractShared physical custody, or more generally, frequent contact with both parents is often assumed to benefit children, but having to move back and forth between parents’ homes may also be harmful, particularly when parents live far apart. This study examined the role of spatial mobility in the association between frequent parent-child contact and multiple child outcomes. Using the New Families in the Netherlands survey, analyses firstly showed that frequent parent-child contact, on average, was found to be not or modestly associated with better child outcomes. Second, spatial mobility mattered, but in varying ways. Long travel times were negatively associated with children’s contact with friends and their psychological well-being, but positively related to educational performance. Furthermore, frequent commutes were negatively associated with how often children saw their friends, but positively associated with child psychological well-being. Third, and most importantly, the impact of parent-child contact and frequent commutes on child outcomes were found to be dependent on traveling time. For child psychological well-being and contact with friends, frequent parent-child contact and/or frequent commutes were found to have positive effects when travel distances were short, but these positive effects disappeared when traveling times increased.
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Leigh, Jeremy. "Travel: ‘Location Location Location’ – A Practitioner’s Perspectives on Diaspora Jewish Travel." In International Handbooks of Religion and Education, 633–49. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0354-4_36.

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Hillebrand, Justus. "But Can the Farm Travel?" In Transatlantic Encounters in History of Education, 184–96. New York : Routledge, 2020. | Series: Routledge studies in cultural history ; 88: Routledge, 2020. http://dx.doi.org/10.4324/9780429297243-12.

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Conference papers on the topic "Educational travel"

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Lao, Yingying, Yilun Wei, and Dongli Han. "A Method for Discovering Local Travel Information from Travel-blogs." In ICFET 2020: 2020 The 6th International Conference on Frontiers of Educational Technologies. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3404709.3404754.

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Ahlgrimm, Frederik, Andrea Westphal, and Sebastian Heck. "Why students travel abroad (and so many others do not): Exploring predictors and decision-making processes in study-related student travel." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8161.

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Over the past few years, studying abroad and other educational international experiences have become increasingly highly regarded. Nevertheless, research shows that only a minority of students actually take part in academic mobility programs. But what is it that distinguishes those students who take up these international opportunities from those who do not? In this study we reviewed recent quantitative studies on why (primarily German) students choose to travel abroad or not. This revealed a pattern of predictive factors. These indicate the key role played by students’ personal and social background, as well as previous international travel and the course of studies they are enrolled in. The study then focuses on teaching students. Both facilitating and debilitating factors are discussed and included in a model illustrating the decision-making process these students use. Finally, we discuss the practical implications for ways in which international, study-related travel might be increased in the future. We suggest that higher education institutions analyze individual student characteristics, offering differentiated programs to better meet the needs of different groups, thus raising the likelihood of disadvanteged students participating in academic international travel.
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CheeFai Tan, Wei Chen, and Matthias Rauterberg. "Notice of Retraction: Development of smart system for neck comfort during air travel." In 2010 International Conference on Educational and Information Technology (ICEIT 2010). IEEE, 2010. http://dx.doi.org/10.1109/iceit.2010.5607662.

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Peng, Yun. "On the Effective Path of Cultivating Research Tutors Under the Background of Study Travel." In 2021 International Conference on Modern Educational Technology and Social Sciences (ICMETSS 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210824.014.

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Xiaoli, Chen, and Zhangli. "A Competency Model for Travel Customizer in China: A Study Based on Online Recruitment Advertisements." In International Conference on Modern Educational Technology and Innovation and Entrepreneurship (ICMETIE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.137.

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Atmaja, Mohamad Surya, and Nico Lukito. "Analysis of Antecedents Visit Intention on Thousand Islands Tourism Moderated by Travel Motivation and Employee Education and Training on Improving Performance in Providing Services." In 4th International Conference on Research of Educational Administration and Management (ICREAM 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210212.082.

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Nathan, Arjun, Monty Fricker, Aqua Asif, Maria Georgi, Sonam Patel, Man Kien Hang, Amil Sinha, et al. "Virtual interactive surgical skills classroom (VIRTUAL): a parallel-designed, non-inferiority, adjudicator-blinded, randomised controlled trial." In VIRTUAL ACADEMIC SURGERY CONFERENCE 2021. Cambridge Medicine Journal, 2021. http://dx.doi.org/10.7244/cmj.2021.04.001.8.

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Introduction Virtual classroom training (VCT) is a novel educational method that permits accessible, distanced interactive expert instruction. We aimed to evaluate the efficacy of VCT in comparison to face-to-face training (FFT) and non-interactive computer-based learning (CBL) for basic surgical skills training. Methods 72 participants recruited from five London medical schools underwent stratified block randomisation into three equal intervention groups based on subjective and objective suturing experience. VCT was delivered via the BARCO weConnect platform and FFT was provided by expert instructors. Optimal student-to-teacher ratio was used, 12:1 for VCT and 4:1 for FFT. The assessed task was interrupted suturing with hand-tied knots. The primary outcome was post-intervention Objective Structured Assessment of Technical Skills (OSATS) score, adjudicated by two blinded experts and adjusted for baseline proficiency. Results VCT was non-inferior to FFT (adjusted difference 0.44, 95% CI: -0.54 to 1.75, delta 0.675), VCT was superior to CBL (adjusted difference 1.69, 95% CI 0.41 to 2.96) and FFT was superior to CBL (adjusted difference 1.25, 95% CI 0.20 to 2.29). FFT alone was associated with student travel expenses (mean £4.88, SD 3.70). Instructor hours used per student for VCT and FFT were 0.25 and 0.75, respectively. Conclusion VCT has a similar educational benefit to FFT and is a suitable modality of high-quality surgical skills education. VCT provides greater accessibility and resource efficiency compared to FFT. VCT satisfies the requirement for social distancing during the COVID-19 pandemic and is better than non- interactive CBL. VCT has the potential to improve global availability and accessibility of surgical skills training.
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de Vries, Charlotte, Kate Fu, Elizabeth Starkey, Christine Toh, Nicole B. Damen, Shraddha Joshi, Brian Sylcott, and Kathryn Jacobson. "Broadening Participation: Over Ten Years of Outreach Within the IDETC-DED Community." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22687.

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Abstract A core ethos of the engineering discipline is to tackle large, complex problems of central importance to society utilizing a range of technical knowledge and skills. One major barrier to this goal is the lack of diversity in the discipline, leading to a shortage of the talent pool, reduced capacity for innovation, and it can negatively impact the educational experience of engineering students. To respond to this charge, the Broadening Participation Committee (BPart) of the American Society of Mechanical Engineering’s Design Engineering Division (ASME DED) has conducted a number of activities aimed at fostering a diverse professional community and addressing the needs of people typically under-represented within engineering. This includes professional development workshops, networking sessions, travel funds available for graduate students and postdoctoral scholars, and micro-grants available for parents with young children. This paper discusses the activities provided by the BPart Committee since 2013, as well as the outcomes and additional initiatives that occurred as a result of the BPart Activities. Examples of such activities include seven professional development workshops, three workshop panels, and seven networking receptions. In the workshop participant feedback, we see some effect when there is a female presenter over a male presenter, but this effect appears to be limited. A discussion on future activities of BPart is presented in order to continue to grow and foster this community.
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Colonnese, Fabio. "Le Corbusier and the mysterious “résidence du président d’un collège”." In LC2015 - Le Corbusier, 50 years later. Valencia: Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.774.

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Abstract: At the very end of his travel to United States, Le Corbusier conceived and designed a modern villa that he lately inserted in the third volume of his Oeuvre Complete with the title ‘Résidence du président d’un college près Chicago’ and few words below describing it. He interpreted a simple request for suggestions by Joseph Brewer, the president of the Olivet College, Michigan, into an actual commission for a new house that responded to the kind of works he expected from his American admirers. He possibly designed it in a few hours’ time from Kalamazoo to Chicago but the autograph hand-drafted plans and bird’s-eye perspective view in the Oeuvre Complete congruently describe a well-thought project showing a number of affinities with his most celebrated European houses. The villa can be considered as an aware modular assemblage of parts that he had previously designed or even built, tied together by a long and suggestive promenade architecturale, to offer the “timid” American people a sort of full scale model to introduce them to his vision of modern life. By analyzing Le Corbusier’s sketches and conjecturing both dimensions and missing elements from previous designs, a threedimensional digital model has been elaborated to virtually visit the résidence and understand its fictive and educational value. Keywords: Le Corbusier; Joseph Brewer; Olivet College; Promenade architecturale; Intertextuality; Digital Model. DOI: http://dx.doi.org/10.4995/LC2015.2015.774
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Świętek, Agnieszka, and Wiktor Osuch. "Regional Geography Education in Poland." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-14.

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Education in regional geography in Poland takes place at public schools from the earliest educational stages and is compulsory until young people reach the age of adulthood. Reforms of the Polish education system, resulting in changes in the core curriculum of general education, likewise resulted in changes in the concept of education in the field of regional geography. The subject of the authors’ article is education in regional geography in the Polish education system at various educational stages. The authors’ analysis has two research goals. The first concerns changes in the education of regional geography at Polish schools; here the analysis and evaluation of the current content of education in the field of regional geography are offered. The second one is the study of the model of regional geography education in geographical studies in Poland on the example of the geographyat the Pedagogical University of Cracow. Although elements of education about one’s own region already appear in a kindergarten, they are most strongly implemented at a primary school in the form of educational paths, e.g. “Regional education – cultural heritage in the region”, and at a lower-secondary school (gymnasium) during geography classes. Owing to the current education reform, liquidating gymnasium (a lower secondary school level) and re-introducing the division of public schools into an 8-year primary school and a longer secondary school, the concept of education in regional education has inevitably changed. Currently, it is implemented in accordance with a multidisciplinary model of education consisting in weaving the content of regional education into the core curricula of various school subjects, and thus building the image of the whole region by means of viewing from different perspectives and inevitable cooperation of teachers of diverse subjects. Invariably, however, content in the field of regional geography is carried out at a primary and secondary school during geography classes. At university level, selected students – in geographical studies – receive a regional geography training. As an appropriate example one can offer A. Świętek’s original classes in “Regional Education” for geography students of a teaching specialty consisting of students designing and completing an educational trail in the area of Nowa Huta in Cracow.
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Reports on the topic "Educational travel"

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Pike, Christopher A. Duty Passenger Travel: Education and Analysis. Fort Belvoir, VA: Defense Technical Information Center, June 1998. http://dx.doi.org/10.21236/ada354259.

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Janeba, Eckhard. Trade, Income Inequality, and Government Policies: Redistribution of Income or Education Subsidies? Cambridge, MA: National Bureau of Economic Research, January 2000. http://dx.doi.org/10.3386/w7485.

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Tarricone, Pina, Kemran Mestan, and Ian Teo. Building resilient education systems: A rapid review of the education in emergencies literature. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-639-0.

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The COVID-19 pandemic has highlighted the vulnerabilities and inequalities of national education systems and hindered the education of millions of children globally. In response, the Global Education Monitoring (GEM) Centre, which is a long-term, strategic partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT), undertook a rapid review of literature to support policymakers. The research has six evidence-based outcomes that can help policymakers to build resilient education systems and thereby enhance education quality and equity during emergencies. The COVID-19 emergency provided the impetus for this research, with much of the reported data associated with this pandemic. Learnings from past education in emergencies situations have informed the understandings of the impacts and implications of the COVID-19 emergency, and have been synthesised with the COVID-19 literature to inform policymakers about how to build resilient education systems. This report presents evidence relating to two main types of emergencies affecting education: natural disasters and communicable disease, and political conflicts. Both types of emergencies can also coalesce within the same education system, resulting in complex and often protracted emergencies. This review found that emergencies impact education in two main ways: endangering children’s wellbeing, and exacerbating unequal learning outcomes.
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MacLean, Nancy. How Milton Friedman Exploited White Supremacy to Privatize Education. Institute for New Economic Thinking Working Paper Series, September 2021. http://dx.doi.org/10.36687/inetwp161.

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This paper traces the origins of today’s campaigns for school vouchers and other modes of public funding for private education to efforts by Milton Friedman beginning in 1955. It reveals that the endgame of the “school choice” enterprise for libertarians was not then—and is not now--to enhance education for all children; it was a strategy, ultimately, to offload the full cost of schooling onto parents as part of a larger quest to privatize public services and resources. Based on extensive original archival research, this paper shows how Friedman’s case for vouchers to promote “educational freedom” buttressed the case of Southern advocates of the policy of massive resistance to Brown v. Board of Education. His approach—supported by many other Mont Pelerin Society members and leading libertarians of the day --taught white supremacists a more sophisticated, and for more than a decade, court-proof way to preserve Jim Crow. All they had to do was cease overt focus on race and instead deploy a neoliberal language of personal liberty, government failure and the need for market competition in the provision of public education.
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Panichelli, Meg. The Intersections of Good Intentions, Criminality, and Anti-Carceral Feminist Logic: A Qualitative Study that Explores Sex Trades Content in Social Work Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6396.

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Jones, Nicole S. 2018 Impression, Pattern and Trace Evidence Symposium. RTI Press, May 2018. http://dx.doi.org/10.3768/rtipress.2018.cp.0006.1805.

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From January 22 to 25, 2018, RTI International, the National Institute of Justice (NIJ) and the Forensic Technology Center of Excellence (FTCoE) held the 2018 Impression, Pattern and Trace Evidence Symposium (IPTES) in Arlington, VA, to promote collaboration, enhance knowledge transfer, and share best practices and policies for the impression, pattern, and trace evidence forensic science communities. NIJ and FTCoE are committed to improving the practice of forensic science and strengthening its impact through support of research and development, rigorous technology evaluation and adoption, effective knowledge transfer and education, and comprehensive dissemination of best practices and guidelines to agencies dedicated to combating crime. The future of forensic sciences and its contribution to the public and criminal justice community is a motivating topic to gather expertise in a forum to discuss, learn, and share ideas. It’s about becoming part of an essential and historic movement as the forensic sciences continue to advance. The IPTES was specifically designed to bring together practitioners and researchers to enhance information-sharing and promote collaboration among the impression, pattern, and trace evidence analysts, law enforcement, and legal communities. The IPTES was designed to bring together practitioners and researchers to enhance information sharing and promote collaboration among impression, pattern, and trace evidence analysts, law enforcement, and legal communities. This set of proceedings comprises abstracts from workshops, general sessions, breakout sessions, and poster presentations.
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Muhoza, Cassilde, Wikman Anna, and Rocio Diaz-Chavez. Mainstreaming gender in urban public transport: lessons from Nairobi, Kampala and Dar es Salaam. Stockholm Environment Institute, May 2021. http://dx.doi.org/10.51414/sei2021.006.

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The urban population of Africa, the fastest urbanizing continent, has increased from 19% to 39% in the past 50 years, and the number of urban dwellers is projected to reach 770 million by 2030. However, while rapid urbanization has increased mobility and created a subsequent growth in demand for public transport in cities, this has not been met by the provision of adequate and sustainable infrastructure and services. The majority of low-income residents and the urban poor still lack access to adequate transport services and rely on non-motorized and public transport, which is often informal and characterized by poor service delivery. Lack of access to transport services limits access to opportunities that aren’t in the proximity of residential areas, such as education, healthcare, and employment. The urban public transport sector not only faces the challenge of poor service provision, but also of gender inequality. Research shows that, in the existing urban transport systems, there are significant differences in the travel patterns of and modes of transport used by women and men, and that these differences are associated with their roles and responsibilities in society. Moreover, the differences in travel patterns are characterized by unequal access to transport facilities and services. Women are generally underrepresented in the sector, in both its operation and decision-making. Women’s mobility needs and patterns are rarely integrated into transport infrastructure design and services and female users are often victims of harassment and assault. As cities rapidly expand, meeting the transport needs of their growing populations while paying attention to gender-differentiated mobility patterns is a prerequisite to achieving sustainability, livability and inclusivity. Gender mainstreaming in urban public transport is therefore a critical issue, but one which is under-researched in East Africa. This research explores gender issues in public transport in East Africa, focusing in particular on women’s inclusion in both public transport systems and transport policy decision-making processes and using case studies from three cities: Nairobi, Kampala and Dar es Salaam.
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Mehta, Goverdhan, Alain Krief, Henning Hopf, and Stephen A. Matlin. Chemistry in a post-Covid-19 world. AsiaChem Magazine, November 2020. http://dx.doi.org/10.51167/acm00013.

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The long-term impacts of global upheaval unleashed by Covid-19 on economic, political, social configurations, trade, everyday life in general, and broader planetary sustainability issues are still unfolding and a full assessment will take some time. However, in the short term, the disruptive effects of the pandemic on health, education, and behaviors and on science and education have already manifested themselves profoundly – and the chemistry arena is also deeply affected. There will be ramifications for many facets of chemistry’s ambit, including how it repositions itself and how it is taught, researched, practiced, and resourced within the rapidly shifting post-Covid-19 contexts. The implications for chemistry are discussed hereunder three broad headings, relating to trends (a) within the field of knowledge transfer; (b) in knowledge application and translational research; and (c) affecting academic/professional life.
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Blyde, Juan S., Matías Busso, and Ana María Ibáñez. The Impact of Migration in Latin America and the Caribbean: A Review of Recent Evidence. Inter-American Development Bank, October 2020. http://dx.doi.org/10.18235/0002866.

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This paper summarizes recent evidence on the effects of migration on a variety of outcomes including labor markets, education, health, crime and prejudice, international trade, assimilation, family separation, diaspora networks, and return migration. Given the lack of studies looking at migration flows between developing countries, this paper contributes to fill a gap in the literature by providing evidence of the impact of South - South migration in general and for the Latin American countries in particular. The evidence highlighted in this summary provides useful insights for designing policies to leverage the developmental outcomes of migration while limiting its potential negative effects.
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Sabogal-Cardona, Orlando, Lynn Scholl, Daniel Oviedo, Amado Crotte, and Felipe Bedoya. Not My Usual Trip: Ride-hailing Characterization in Mexico City. Inter-American Development Bank, August 2021. http://dx.doi.org/10.18235/0003516.

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With a few exceptions, research on ride-hailing has focused on North American cities. Previous studies have identified the characteristics and preferences of ride-hailing adopters in a handful of cities. However, given their marked geographical focus, the relevance and applicability of such work to the practice of transport planning and regulation in cities in the Global South is minimal. In developing cities, the entrance of new transport services follows very different trajectories to those in North America and Europe, facing additional social, economic, and cultural challenges, and involving different strategies. Moreover, the determinants of mode choice might be mediated by social issues such as the perception of crime and the risk of sexual harassment in public transportation, which is often experienced by women in large cities such as Mexico. This paper examines ride-hailing in the Metropolitan Area of Mexico City, unpacking the characteristics of its users, the ways they differ from users of other transport modes, and the implications for urban mobility. Building on the household travel survey from 2017, our analytical approach is based on a set of categorical models. Findings suggest that gender, age, education, and being more mobile are determinants of ride-hailing adoption. The analysis shows that ride-hailing is used for occasional trips, and it is usually done for leisure and health trips as well as for night trips. The study also reflects on ride-hailings implications for the way women access the city.
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