The Fulbright Experience: How It Shaped Two Delta Kappa Gamma Members' Professional Lives
Notice bibliographique
Résumé
With this issue, the Bulletin Editorial Board is launching a new column that will feature interviews conducted with Delta Kappa Gamma members or other educational leaders on a topic related to the theme of the issue. Educational travel may result in many different experiences such as studying or teaching abroad, visiting faraway places to enhance one's professional growth, or learning foreign languages. One unique educational travel opportunity is offered through a Fulbright grant. Some facts regarding the U.S. Department of State-sponsored Fulbright program include * It was initiated by Senator J. William Fulbright, who stated that Fostering leadership, learning and empathy between cultures is the main purpose of this international scholarship program. * It was established in 1946bytheU.S. Congress to enable the government of the United States to increase mutual understanding between the people of the United States and the people of other * It is the largest U.S. international exchange program offering opportunities for students, scholars, and professionals to undertake international graduate study, advanced research, university teaching, and teaching in elementary and secondary schools worldwide (see http://us.fulbrightonline.org/about.html for more). Delta Kappa Gamma has a direct connection to Fulbright. The Society offers more than 30 scholarships, among them the World Fellowship Fund, which provide opportunities for women educators to study in colleges and universities in the United States and Canada. The World fellowship Fund was started in 1960, and it has provided grants to more than 500 women from 101 countries. Applications are administered through the Institute of International Education (HE), sponsored by the Fulbright Commissions/ Foundations, and Delta Kappa Gamma World Fellowships Committees in Alberta, Ontario and Manitoba. The International World Fellowships Committee makes the final selection of recipients. Editorial Board member Dr. Andrea Honigsfeld, a Fulbright scholar herself, interviewed two Delta Kappa Gamma members who were recipients of two different Fulbright awards to ascertain how their experiences prepared them to be educational leaders, enhanced their leadership roles, and enriched their personal and professional lives. Dr. Sigrun Klara Hannesdottir started her career as a reference librarian at Oakland University, Rochester, Michigan. Before her retirement last year, she taught Library and Information Science at the University of Iceland for 27 years, first as a part-time instructor and finally as full professor and chair of the department. She finished her career as director of the National and University Library of Iceland. She has had many international experiences including working as a director of a Nordic institution, NORDINFO in Finland and as a consultant in Peru, where she learned Spanish. Within Delta Kappa Gamma, she was one of the charter members of the Alpha Chapter in Iceland in 1975 and has been a member ever since. She not only is the secretary of her chapter in Iceland, she also serves as international second vice president of the Society. Previously she filled the post of European regional director and also chaired the International World Fellowships Committee. Michelle K. Ramsey is a 5th Grade Language Arts and Mathematics teacher at Sanford Middle School in Lee County, Alabama. She has been in public education for 22 years. She is an author of two Scholastic Books, Phonics Games Kids Can't Resist (1999) and Math Games Kids Can't Resist (2007). She has been a member of Delta Kappa Gamma Pi Chapter for 10 years and served as 2000-2002 president of Pi Chapter in Auburn, Alabama. Michelle and Sigrun Klara each answered the same questions: Where did your Fulbright award take you? Sigrun Klara: I received a grant of $2,500 to pay for my master's degree tuition at Wayne State University, Detroit, Michigan. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,014 | 0,018 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,003 | 0,002 |
| Études des sciences et des technologies | 0,051 | 0,026 |
| Communication savante | 0,032 | 0,015 |
| Science ouverte | 0,004 | 0,023 |
| Intégrité de la recherche | 0,008 | 0,020 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,012 | 0,002 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».