Overview The Evarts A. Graham Memorial Traveling Fellowship was established in 1951 by the American Association for Thoracic Surgery. Funded and administered through its Graham Education and Research Foundation, the Fellowship grant supports study by young cardiothoracic surgeons from outside North America at sites of their choice within North America and include travel between sites. Goals of the program are to broaden overall training and increase international contacts. Each Fellow should plan to have one primary center for his/her activities where he/she should spend six to nine months. The Fellow should have identified an individual at that center who will act as his/her sponsor and assist in planning the course of study at the host institution and at other institutions. In addition to the primary center, the Fellow is encouraged to plan to spend shorter periods of time at other secondary centers to enhance the Fellowship experience. Awards are made to surgeons of unique promise who have been regarded as having the potential for later international thoracic surgical leadership. Since the inception of the Graham Fellowship, 57 young surgeons from 29 countries have completed the Fellowship. The candidate must be a non-North American who plans a training program in a North American center and who has not had a significant training in North America prior to making application. Value of this fellowship The Fellowship provides a stipend of $75,000, a major portion of which is intended for travel expenses incurred when visiting other medical centers. The Fellowship also provides two round-trip coach air fares from the recipient’s country to his/her primary center. The dates of the beginning and ending of the Fellowship year should be scheduled to coincide with the Annual Meetings of the American Association for Thoracic Surgery in May 7-11, 2011, Pennsylvania Convention Center, Philadelphia, PA and April 28 – May 2, 2012, Moscone West Convention Center, San Francisco, CA. The Fellow will be introduced at the Graham Reception in Philadelphia and San Francisco and will be expected to submit a report summarizing his/her year’s experience prior to the May 2011 Annual Council Meeting. Requirements Candidate should not have had extensive clinical training in North America prior to making application, and should be planning to return to their native country following the completion of their fellowship. “Extensive” clinical training shall mean any period of clinical training which exceeds a total of six months in duration. The Fellow should become involved predominantly with observation, consultation, teaching and research at a variety of thoracic surgical training centers during the twelve months. Patient contact will be determined by the sponsoring surgeon and will conform to the regulations and licensing requirements of the state, province, or country in which he/she is studying. A candidate should have completed his/her formal training in general surgery and in thoracic and cardiovascular surgery, but he/she should not have reached a senior position. Candidates must be sufficiently proficient in English to realize the full benefits of the Fellowship. Application Deadline: Deadline: July 1, 2010 Apply Now Please address all letters to: Thoralf M. Sundt, M.D., Secretary American Association for Thoracic Surgery 900 Cummings Center Suite 221-U Beverly, MA 01915 978-927-8330 978-927-8330 Contact AATS Please kindly mention Scholarization.blogspot.com when applying for this fellowship

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USA: Evarts A. Graham Memorial Traveling Fellowship, 2011-2012

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Despite the global financial crisis and swine flu, inbound tourist arrivals to Australia remained static in 2009, compared to a four per cent decline in tourism worldwide. According to Tourism Australia’s latest Global Market Monitor, while January 2010 arrivals are expected to remain flat year on year due to the later Chinese New Year, beyond February there are “clear signs” of recovery and improving consumer confidence in North Asia with China and Korea showing signs of growth. The report found “a general sense of cautious confidence in the UK, Europe, US and Canada although the continual improvement of consumer sentiment worldwide is constrained by high unemployment, declining wealth and cautious lending”. Read full story on Thumbrella

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TA Global Market Monitor shows steady inbound arrivals to Oz despite worldwide decline

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Comment by Gareth Williams, Highlands and Island Manager, Scottish Council for Development and Industry AT the beginning of last year, with the economy plunging into a deep recession and consumers rapidly reducing their spending, the prospects for Highland tourism appeared bleak. So it was with a degree of satisfaction that businesses at a recent SCDI seminar with Visit-Scotland chief executive Philip Riddle looked back at their 2009 performance. Global tourism fell for the first time in years but, supported by the Year of Homecoming campaign and the weakness of the pound, Scotland held steady and the Highlands were particularly resilient. Early indications show that £44 million worth of extra Scottish tourism revenue was delivered. But, with the end of the campaign and economic recovery forecast be weak, hotels and attractions were keen to discuss what comes next. Nairn’s success in being voted the number two destination in the world in a Trip Advisor survey of US travellers will attract North American visitors and, while the strength of the euro has fluctuated in recent weeks, holidaying in Scotland is still likely to represent excellent value for Europeans. However, the greatest opportunity may be the rising number of Scots rediscovering their homeland. In Switzerland, 42 per cent of tourists are Swiss, which helps raise standards, so this could stimulate investment in quality here. As Philip Riddle pointed out, if 10 per cent of our visitors spent the same as the average visitor to Switzerland, this would generate an extra £550 million. Staycations remain a buzzword, but Philip Riddle highlighted three new trends to watch out for. “X-factor destinations” – travel to the settings for films, books and TV programmes; “Chadventures” – for those who embark on an adventure while raising money for charity; and “Traincations” – often because journeying by rail is regarded as more sustainable. The Highlands already have competitive advantages, with the location for classic stories and also our world-famous railways. We also have the Highlands and Islands Film Commission working to attract new productions and HITRANS, promoting public transport. And towards the end of this year the Highlands will host the world’s largest gathering of adventure tourism specialists at the seventh Adventure Travel World Summit in October. But there are still key challenges. Although Philip Riddle identified signs of recovery, business tourism fell by 13 per cent. This is important to Inverness and SCDI members called for further support or investment for the Inverness/Highlands Business Tourism Unit. Skills and workforce development also remain priorities. It was clear at the seminar that communication between businesses and UHI and colleges on courses should improve. Public sector budgets for tourism will be constrained in forthcoming years and VisitScotland and local destination management organisations need to work together. All of which, raising standards, flexibility in taking advantage of new opportunities and working together to secure investment, underlines the key lesson from last year – the benefits of collaboration. Source: inverness-courier.co.uk

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Tourism firms must take advantage of new trends

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This year, almost 100 students from the United States are studying abroad in Cuba. What they’re learning—in classrooms and bread lines—will probably surprise you. Cuba and the United States have a troubled relationship to say the least. The island nation was once a de facto colony of the United States, from its 1898 independence from Spain until the Revolution of 1959, led by a fiery young lawyer-turned-guerrilla named Fidel Castro. In the decades since, Cuba and the United States have clashed numerous times, beginning with Cuba’s nationalization of U.S. corporations and followed by a botched U.S. invasion at the Bay of Pigs, a barely averted crisis over Soviet nuclear missiles, and a U.S. policy of economic and diplomatic isolation that continues to this day. Suffice it to say, it hasn’t been easy for Cuban and North American citizens (some Cubans, who live in America, are insulted to not be included in the definition of “American”) to get to know each other. Under current U.S. law, it’s illegal for US citizens to travel to Cuba, with a few specifically defined exceptions. One of those exceptions is academic license. Right now, small bands of North American students roam the streets of Havana, taking classes, attending concerts, eating in Cuban pizzerias, and hanging out on the Malecón, Havana’s scenic drive along the coast of the Straits of Florida. Anasa Hicks had her eye on Cuban travel for years. While still a senior in high school in suburban Detroit, Hicks learned that the University of North Carolina–Chapel Hill has offered students a chance to study on the island since 2004. “I basically decided then that if I went to North Carolina, I was going to study abroad in Cuba,” she says. Hicks is now in her junior year and spending a semester at the University of Havana with 13 other students from her school. Gina Bruno hails from New Jersey, the state with the largest concentration of Cuban-Americans outside Florida. “My whole life I’ve been in contact with people who have really strong feelings about Cuba,” she says. UNC’s program was her chance to see the country for herself. Peter Posada’s dreams of Havana academia hit a bit closer to home. “My father was born in Havana the month after Castro took over,” he says. But after Posada’s grandfather was imprisoned by the Revolutionary government in 1969, his dad left the island. “My heritage is technically Cuban,” he says, “but I’ve never understood what it meant to actually be Cuban.” Here with eight fellow students from Burlington College, Posada says he’s in Havana to better understand his roots. Today, the University of Havana—Cuba’s oldest institution of higher education—partners with 12 North American colleges and universities to run study abroad programs, nine of them come from schools in the United States. The partnerships started in 2000 with the Institute for Study Abroad. In the last academic year, the University of Havana hosted nearly 100 foreigners. The cultural exchange has given U.S. students a unique chance to immerse themselves in a nation few others have had the opportunity to visit. Hicks says her most memorable experience so far was aLos Aldeanos show, at which fans of Cuba’s most well-known hip hop group packed the venue enough to force her to watch from the roof of a nearby building. “It was just so cool,” she says. “People were really, really into it—enough to be up on a roof waiting for these people to come on.” Less exciting—but just as telling of Cuban life—was Posada‘s experience: waiting in a ration line. “I’m big fan of bread,” he says. “The line was literally two blocks long, and I asked, ‘Is it worth it?’ But I was really hungry.” In 2004, the University of Havana had partnerships with nine U.S. colleges. According to Brita Doyle, study abroad advisor for the Cuba program at American University, “there were over 200 education programs operating in Cuba” from the U.S. at the time. Doyles said in an email that this number included a host of shorter programs, including summer sessions, alternative breaks, and so on. But 2004 brought a harsher Cuba policy from the George W. Bush administration. Bush tightened regulations on study abroad, requiring that programs be at least 10 weeks long, and telling universities that they could only send their own degree-seeking students, not any type of transfer or guest student. According to Doyle, the new restrictions had a huge impact on the Cuban educational exchange. “The majority [of programs] had to shut down because they didn’t meet the new requirements,” she says. In the immediate aftermath of the policy changes, Doyle estimates only three or four programs were left standing. But things are picking up again in recent years. This semester, the University of Havana is hosting a total of 62 students from nine U.S. schools. The reemergence of these academic programs has given young people a chance to get to know a country that has been represented in the United States with mostly polemic. “What you hear in the States is very different than what’s actually going on,” says Alyssa Vasquez, a junior from American University. “It’s so much more open here than I thought.” It makes sense then that for most foreign students, the Cuban experience has had its surprises. “I kinda had this silly view that the only cars in Cuba would be the 1950s Chevys and Fords,” Bruno says. “I was really shocked at the fact that the majority of the cars are newer cars.” Even if, she says, many of the newer cars are owned by the Cuban government. “What really struck me is the lack of poverty,” Posada says. “I’ve had the opportunity to travel to Lima, Peru, and I went to Mexico for a little bit,” he says. “In those places, you have people everywhere asking for money. It’s just something you don’t see here. It really took me off-guard.” Besides changing their own misconceptions, the 62 American students currently in Cuba could be helping to thaw U.S.–Cuba relations. “Cuban people love the American people; it’s the governments that don’t come together,” Vasquez says. “We’re participating in their educational system; we’re learning from them. What we bring back to the United States will definitely help.” In the meantime, the students are grateful for what they’ve learned. “Coming here has just proved that Cuba is definitely one of those places,” Bruno says, “where you need to see it with your own eyes.” Chris Lewis is a staff writer for Campus Progress. He is currently studying at the University of Havana through an exchange program at American University. Source: campusprogress.org

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In Havana, a Real Education

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Overview The Gloria Barron Wilderness Society Scholarship is available to qualified graduate students. It is created in honor of Gloria Barron, dedicated educator and tireless advocate for wilderness protection, and administered by The Wilderness Society, a leading conservation organization based in Washington, D.C. We award a $10,000 scholarship to a graduate student for the coming academic year to support research and preparation of a paper on an aspect of wilderness. We strongly encourage proposals relating to climate change, as well as other topics regarding wilderness conservation. Additional funding will be provided to pay travel expenses for the recipient to work with staff members of The Wilderness Society on this project. The Wilderness Society wishes to encourage the publication of this work in an academic journal or other appropriate medium and has additional funds to help cover expenses of publishing and publicizing the final paper. The scholarship seeks to encourage individuals who have the potential to make a significant positive difference in the long term protection of wilderness in North America. In the past, individuals like Aldo Leopold and Rachel Carson have made that kind of lasting difference. They possessed all the skills needed to excel in their respective professions, but they also possessed something more: the courage and the vision to think afresh about how and why to protect our wild lands and the ability to communicate those ideas effectively to others. Eligibility Requirements for Scholarship Applications Graduate students meeting the eligibility requirements noted below may apply directly to The Wilderness Society. If you are an applicant, please make sure you meet all of the scholarship eligibility requirements and follow the application procedures below. Applicants for the Gloria Barron Wilderness Society Scholarship must: • be enrolled in an accredited graduate institution in North America; • have strong academic qualifications; • have academic and/or career goals focused on making a significant positive difference in the long-term protection of wilderness in North America. Graduate students in natural resources management, law or policy programs are strongly encouraged to apply. Application Procedure All students applying for the Gloria Barron Wilderness Society Scholarship must submit the following materials for an application to be considered complete: • A two-page double-spaced cover letter. The letter must offer insights into the personal motivations of the applicant as well as how wilderness has influenced your life. If, in the course of this essay, you could give us some understanding of your strengths and weaknesses, this would also be helpful. • A 3-5 page double-spaced proposal. The proposal must include a description of the proposed work and a timeline for completion of a paper within 24 months. The 5-page proposal limit does not include your list of references/citations. See Research Topics for guidelines. • A current résumé or curriculum vitae. • Two letters of recommendation describing the applicant’s ability to meet the objectives of the scholarship and proposed work. • Undergraduate and graduate transcripts (official or unofficial). All application materials must be submitted to Barron_scholarship@tws.org no later than 5:00 pm Eastern, March 31. Faxes or mail applications are not acceptable. Research Topics The research paper should address an aspect of the establishment, protection, or management of wilderness. The applicant may choose to discuss a subject relevant to current programs of The Wilderness Society. It may apply to a particular landscape or it may address issues broadly. The following themes are suggested research topics: • Restoration of the health and function of wilderness. For example: what is “good” ecological restoration?; what is the proper scale and at what point can a system be considered restored? • Reserve design in the context of ecosystem management. Research into the role of reserves in the conservation of ecosystem integrity and/or the effect of climate change scenarios on reserve design would fall under this heading. • Management impacts on wildland ecosystems. Question like how do roads affect ecosystem function and what roles should roadless areas play in protecting ecosystem integrity, what are the ecological and social impacts of grazing in wildland ecosystems, and what can be done to protect wildland ecosystems from biological invasion are examples. • Valuing wildlands. Topics include how wildland protection contributes to rural economic health and the design of policies and programs to help rural communities leverage the economic value of protecting wildland ecosystems. • Connecting people to wildlands. The contributions of wilderness to public health and well-being, particularly for residents of metropolitan areas, are possible topics under this heading. • Impacts of climate change. Potential research questions include: what are the terrestrial and aquatic impacts of climate change on wilderness areas and wilderness resources; what is the relationship between wildland fire, carbon emissions/sequestration, and climate change; what are the economic effects of climate change on wildland ecosystem services such as water quality and quantity; and what are the implications of climate change for wilderness management? Important: Research proposals related to climate change are strongly encouraged. Scholarship Requirements Scholarship Payments: The scholarship is paid in two installments, the first in August for $7,000 and the second in February for the remaining $3,000. The recipient may be liable for income tax on the scholarship. Please consult with your tax advisor on the proper treatment of the award. Additional funding will be provided to pay travel expenses for the recipient to work with staff members of The Wilderness Society on this project. The Society wishes to encourage the publication of this work in an academic journal or other appropriate medium and has additional funds to help cover expenses of publishing and publicizing the final paper. Contact for further information: Christine Soliva (barron_scholarship[at]tws.org) , Research Project CoordinatorNo phone calls please. Applications must be emailed to:Christine SolivaResearch Project CoordinatorEcology and Economics Research Department The Wilderness Society Barron_scholarship@tws.org Please kindly mention Scholarization.blogspot.com when applying for this scholarship

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USA: Gloria Barron Scholarship – Wilderness Society

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CEA Global Education is pleased to welcome Mr. John Hudson as the Campus Director and Associate Academic Dean for our ninth and newest Global Campus in Buenos Aires. CEA is currently accepting applications for Fall 2010, but Mr. Hudson graciously agreed to take time away from campus preparations to answer a few questions about why students should look to Buenos Aires for study abroad. Why a Global Campus in your city? (Mr. H) Buenos Aires is one of the 10 largest cities in the world. Traditionally known as the “Paris of South America,” Buenos Aires is a hotbed of culture and activity and an exciting place that literally “never sleeps.” Like many U.S. cities, Buenos Aires is a “melting pot,” its citizens descending from different waves of immigration originally from all over Europe and in recent years from Asia as well as other Latin American countries. What does your city offer students that is unique to your location? Buenos Aires is known throughout Latin America for its human talent, particularly in the educational world. Argentine professors and trainers are well-respected and in demand throughout the region, and Argentina has an academic tradition beginning in the 17th century when Jesuits established the first university in the country. The country continued its tradition with excellent higher public education in the 20th century and the growth of private universities in recent years. As a result, Buenos Aires is an attractive destination for college students not only from Latin America, but also from the U.S. and Europe. Students will benefit from the Buenos Aires culture, thus learning not only from what they see in the classroom, but also what they will discover throughout the city. What are the advantages of studying abroad at this Global Campus? Students will have the opportunity to better understand a major city in a region sometimes referred to as “America’s back yard” and of strategic significance to the U.S. By increasing students’ familiarity with Latin culture and language, it also helps contribute to understanding the culture and language of many Hispanic Americans, the fastest-growing minority in the U.S. What else can students expect to gain from studying abroad at your campus? Students returning from Buenos Aires will have gained the invaluable experience of living and learning in a major developing country, and will have acquired a greater awareness of the cultural differences and the challenges of communicating, interacting and doing any kind of business with people in this part of the world. Buenos Aires possesses the tremendous advantage of offering students the familiarity of a European culture but with the challenges they will find in any foreign location throughout their lives. Students will have the opportunity to learn our culture and customs, including our fascinating history, delicious food and proud traditions. Of course, students have an excellent opportunity of learning or improving their Spanish, as well as getting to know our diverse geography. Argentina goes from tropical jungle in the north to Antarctic ice in the south, and offers all kinds of variety in between! Why should students consider studying at a Global Campus in Buenos Aires over other locations? Buenos Aires offers a great opportunity to combine academic achievement along with all the factors that have made the city an attractive destination for people from all over the world: a fascinating culture, great food and many entertainment opportunities. In addition, Buenos Aires in 2010 will be hosting many events in celebration of Argentina’s bicentennial. Mr. John Hudson is the Campus Director and Associate Academic Dean for CEA’s ninth and newest Global Campus in Buenos Aires, Argentina. To learn more and apply for the inaugural class of Fall 2010, check out the Global Campus in Buenos Aires .

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New Dean Introduces Global Campus in Buenos Aires to Students

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Overview The Open Society Institute’s Network Scholarship Programs (NSP) is pleased to announce the Global Supplementary Grant Program (GSGP) for the 2010 – 2011 academic year. GSGP offers supplementary grants to students from select countries of Eastern and Central Europe, the former Soviet Union, and Mongolia. The purpose of the program is to enable qualified students to pursue doctoral studies in the Humanities and Social Sciences at accredited universities in Asia, Australia, Europe, the Middle/Near East, and North America. Eligibility The Global Supplementary Grant Program is available to citizens of the following countries: Albania, Armenia, Azerbaijan, Belarus, Bosnia, Croatia, Georgia, Kazakhstan, Kosovë, Kyrgyzstan, Macedonia, Moldova, Mongolia, Montenegro, Russia, Serbia, Tajikistan, Turkmenistan, Ukraine, and Uzbekistan. Students pursuing doctorates in the medical, physical, chemical, technical or natural sciences as well as fine or performing arts are not eligible for this grant. Ineligible fields of study include: – Business Administration/Management Training – Computer Science – Finance/Banking/Marketing – Engineering – Hard & Natural Sciences (Physics, Biology, Chemistry, etc.) – Mathematics – Medical Sciences GSGP grants are for students pursuing doctorate degrees only. Students admitted to master’s programs with the intent to continue, but who are not clearly admitted into a Ph.D. program, are ineligible. Please note that this is a supplementary program not intended for full funding. Applicants must be able to demonstrate additional support from other sources. Applying Further details regarding the program and guidelines for applying may be found in the application forms for GSGP 2010-2011. Paper applications may be accessed via the OSI website at: http://www.soros.org/initiatives/scholarship/focus_areas . Applicants may also apply online using the Online Application System (OAS) at: http://www.soros.org/grants/oas . Applicants must complete the appropriate application (GSGP-NA or GSGP-Europe) based on the continent of study. Applicants applying to universities in North American and Europe will need to submit 2 applications. Deadlines The deadline for students pursuing a Ph.D. in Asia, Australia, North America, or the Middle East is April 2, 2010. The deadline for students pursuing a Ph.D. in Europe is June 10, 2010. Applications will not be accepted after the appropriate deadline. Late applications will be automatically disqualified. Applications for GSGP North America sent by mail must be postmarked by April 2nd and may be sent to the New York address below. Applications for GSGP Europe must be postmarked by June 10th and sent to the London address below. Alternately, applications may be submitted online or sent to your local Soros Foundation or Educational Advising Center. Global Supplementary Grant Program North America Open Society Institute Society Foundation 1700 Broadway, 17th Floor Scholarship Programs New York, NY 10019 House U.S.A. Please quote Scholarization.blogspot.com as your reference when applying for this scholarship

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Global Supplementary Grant Program (GSGP 2010 -2011)

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Overview MBA Scholarships at University College Dublin UCD Michael Smurfit Graduate Business School offers a range of scholarships to candidates applying for the full-time MBA programme. The closing date for scholarship applications is March, 26 2010. Scholarship Objectives The aim of our scholarships is to attract the world’s best MBA students and to lower barriers to entry for those who may require financial assistance. Scholarship Details We offer the scholarships (50% of the full-time MBA tuition fees) based on a combination of merit and financial need. Each award is valued at approximately €15,000. • 4 x GMAT scholarships – open to all applicants scoring above 700 on the GMAT • 1 x “Ideas for the Future” – open to all applicants and awarded to the candidate who best exemplifies creativity in business • 6 regional merit based scholarships Region 1: Asia and Australasia Region 2: Central and Eastern Europe Region 3: North and Central America Region 4: Western Europe Region 5: Middle East and Africa Region 6: discretionary Note: All scholarship applicants must already have been admitted to (have applied for, been interviewed and offered a place on) the full-time MBA Programme before they can be considered for a scholarship. Deadline: The deadline for scholarship award applications is March 26, 2010. However, the school reserves the right to award some GMAT and regional scholarships to exceptional applicants in advance of this date. How to apply? Applicants will need to include in their application a 200-300 word essay on why they feel they deserve a scholarship. For the “Ideas for the Future” scholarship, an additional 300-500 word essay is required detailing the best idea the applicant has ever had for business and how this will impact the next generation. Enquiries At UCD Michael Smurfit Graduate Business School, we are happy to discuss any aspect of the full-time MBA programme in more detail. If you have any questions, please contact: Elaine McAree MBA Admissions Manager Email: mba@ucd.ie Telephone: +353 1 716 8862 Further information may be found at: http://www.smurfitschool.ie/mbaprogrammes/full-timemba/scholarship/ Please kindly mention Scholarization.blogspot.com when applying for this scholarship

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Ireland: UCD Michael Smurfit Graduate Business School MBA Scholarship at University College Dublin

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Overview The Ministry of Home Affairs, State Ministry for National Development Planning/National Development Planning Agency, and the Ministry of Finance with the support of Decentralization Support Facility (DSF) are pleased to be able to offer a number of full scholarships for civil servants (Pegawai Negeri Sipil) from central and local government for one year Master degrees in the United Kingdom. Eligible fields of study are: Decentralized Governance and Development, Urban Governance for Development, Public Service Policy and Management, Public Administration, Local Government Finance, and Corporate Environmental Management. General Requirements for Applicants: • Applicants must be either civil servants from one of the three ministries/institutions mentioned above or local government officials from any one of the regions in which the DSF has local government activities (Kepulauan Riau, North Sumatra, West Sumatra, South Sumatra, Riau, Banten, West Java, DKI Jakarta, Yogyakarta, East Java, West Kalimantan, East Kalimantan, North Sulawesi, West Sulawesi, Southeast Sulawesi, Bali, East Nusa Tenggara, West Nusa Tenggara, Maluku, North Maluku, Papua, Central Kalimantan, Jambi, Gorontalo). • Maximum 40 years of age. • Excellent first degree with a minimum GPA 2.75 on a scale of 4. • Good level of spoken and written English language (IELTS 6.0 or TOEFL Institutional/International 550). • Minimum of two years working experience as a civil servant in an area related to decentralization. • Highly motivated and committed to career and professional development. • Must be able to demonstrate future leadership potential and the capacity to play an important role in Indonesia’s development. • Field of study should be relevant to educational background or current profession. • Previous recipients of an overseas scholarship for Master degrees are not eligible to apply. Documents required: • Application Form • Copy of degree certificate and certified (translated into English) academic transcript of grades • Copy of ID card (KTP)/Passport and Employee ID Card • Copy of English test certificate • Recommendation letter from direct supervisor • The latest official appointment letter Application Deadline: Complete applications must be submitted by post at the latest by Wednesday, 17 March 2010 to: Bagian Sumber Pembelajaran dan Kerjasama Kediklatan Badan Pendidikan dan Pelatihan Kementrian Dalam Negeri Ministry of Home Affairs Jl. TMP Kalibata no. 8, Jakarta Selatan 12750 Contact Person: Sri Mulyani +6221 799 6521 Muchsinin +6221 799 6521 Rickith Goas +6221 351 0764 The application form is available on: www.dsfindonesia.org/scholarships/ and http://akln.setjen.depdagri.go.id Please kindly mention Scholarization.blogspot.com when applying for this scholarship

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UK: Scholarships to UK for Central and Local Government

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Last week AIEA held its annual conference in Washington, D.C., and set a new attendance record with more than 530 attendees. For those current and former AIEA presidents who gathered for a dinner Tuesday evening, it was a time to recall how this organization has grown from quite humble beginnings almost 30 years ago. A striking feature of this conference was the number of sessions (at least 12!) that explored some aspect of the global/intercultural competence/student learning/assessment theme. One senses that the international education profession is moving from a mainly numbers-driven template (percentage of graduates studying abroad, percentage of international students and scholars on campus, number of international fellowships won) to a student-learning focus. This, of course, shifts the focus from campus resource allocation to some hard thinking on what we mean by “competence” – itself a term that was questioned by AIEA conference goers. CEA organized a session that highlighted strategies at Portland State University (Gil Latz) and Leeds Metropolitan University (UK) (Elspeth Jones), with commentary by Christa Olson (ACE), aimed at achieving global competence (or global citizenship) among each university’s students. Presentations may be viewed here . A vigorous discussion followed raising questions about terminology: aren’t global competence and intercultural competence really two, distinct skill sets? And what about the relative usefulness of qualitative vs. quantitative assessment of this competence? In the lively discussion that followed the panel presentations, an intriguing perspective was introduced by Dr. Susan Herrera of North Carolina State University. Herrera has proposed a distinction between global competence and global consciousness in preparing new professionals in international education . CEA’s own efforts to imbed Global Competence at its Global Campuses focuses on three distinct opportunities: establishing a foundation course on intercultural communication; assessing the shift in student learning and perspective; and learning more about U.S. institutional goals for student learning abroad so that CEA programs can be genuinely integrated with those efforts. Clearly we are all in new territory when it comes to understanding and assessing global competence. The coming year will surely be filled with vigorous exchanges on this critical theme. CEA will play its part in refining our thinking and engaging in active experiments to test our understanding of this theme. Dr. John D. Heyl is the Vice President for Global Education at CEA. Meet Dr. Heyl and other CEA Global Education leaders at the Forum on Education Abroad’s annual conference in March in Charlotte, North Carolina.

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AIEA Conference Invites Discourse on Global Competence

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