Education Commons^™

Comparative Analysis Of Japan And United State School Lunch Programs, Julie Phillips

Scholars Day Conference

A comparison of the school lunch programs in Japan and the U.S.

Reducing Barriers To Education Around The World: A Systematic Approach Using The Community School Model As A Framework, Isabella Bejarano

Scholars Day Conference

Reducing barriers to education is crucial to meet development goals relating to education. Community Schools are an evidence based approached to make this happen.

A Comparative Analysis Of Japan And United States School Lunch Programs, Julie Phillips

Honors Theses

Question: Are school lunch policies and programs in Japan beneficial and applicable to the United States?

Main points: Japan has a certification program that allows dietitians to teach nutrition. Japan also includes agricultural experiences as part of its academic curriculum to promote holistic development in students.

Conclusion: The School Lunch program in the United States would benefit from providing an avenue through which dietitians are able to teach students nutrition and from increasing the number of schools involved in Farm to School so that more students have experiences with nature.

Reducing Barriers To Education Around The World: A Systematic Framework Using The Community School Model, Isabella Bejarano

Honors Theses

Proposing a systematic framework for reducing barriers to education around the world is necessary to effectifely address the multifaceted needs of global communities. The Community School Model provides one such framework which can provide evidence-based strategies for school improvement in diverse areas.

My Experience In Kenya: Reducing Barriers To Global Education, Isabella Bejarano

Honors Colloquium

This is the flyer for the honors colloquium "My Experience in Kenya: Reducing Barriers to Global Education" by Isabella Bejarano.

Equitable Education For Haiti, Breanna Parker

Honors Theses

This thesis delves into the country of Haiti's educational system to discover equitable ways to introduce new ideas into its system.

Market Expansion Challenge: Finnish School International, Shelby Reams

Honors Theses

The Finnish School International already operates in several countries and is ready to expand the Finnish education system to new locations around the world. Accordingly, the company is seeking your help with identifying new promising markets and developing a market entry strategy, including:

t. Identify the most promising new markets, analyze the market, and decide on the best market entry mode;

2. Develop a product promotion and marketing strategy for the proposed new market; 3. Work out the operations management strategy for the proposed new market.

Newsletter Winter 2017, Grant Center For International Education

Grant Center Newsletters

No abstract provided.

Newsletter Winter 2016, Grant Center For International Education

Grant Center Newsletters

No abstract provided.

Ouachita Hosts Consortium For Global Education As Group Celebrates 30th Year Of International Impact, Trennis Henderson

Press Releases

Launching the Consortium for Global Education’s 30^th year, participants from across the nation and around the world gathered Sept. 14-16 on the campus of Ouachita Baptist University for the organization’s annual meeting.

The consortium, which was established in 1987 under the name Cooperative Services International Education Consortium, supports the development and programs of international education between member Baptist colleges and universities and partner institutions of higher education overseas, especially in restricted countries.

Newsletter Summer 2016, Grant Center For International Education

Grant Center Newsletters

No abstract provided.

Mind The Gap: Examining The Gap Between The United States Education System And The Top Education Systems In The World, Kaitlyn Clark

Honors Theses

Improving our educational system is a hot topic right now in the political and educational worlds. As a country, we are always striving for the best educational experience for our students, burt we are still faced with many challenges. According to the 2014 Pearson Index of Cognitive Skills and Educational Attainment the United States is ranked as number fourteen in the world. While we have risen from number seventeen since 2012, we are still not even in the top ten. In 2012, Finland had the top educational system in the world and in 2014, South Korea had number one.

In …

Newsletter Fall 2015, Grant Center For International Education

Grant Center Newsletters

No abstract provided.

Newsletter Summer 2015, Grant Center For International Education

Grant Center Newsletters

No abstract provided.

A Comparison Of How The United States And England Educators Teach Reading, Katy Wood

Honors Theses

During my time of studying to be an early childhood education teacher at Ouachita Baptist University, I felt a calling to explore and become immersed in another culture. I had never been out of the country before, and I believed that in order to become a well-rounded teacher, I needed to learn how other countries' teachers taught their children. I chose to study abroad in Liverpool, England, at Liverpool Hope University. I took several classes at the university, but one of the most impactful things that I did while I was in England was observing in St. Leo's and Southmead …

Newsletter Spring 2015, Grant Center For International Education

Grant Center Newsletters

No abstract provided.

Newsletter Summer 2014, Grant Center For International Education

Grant Center Newsletters

No abstract provided.

Newsletter Winter 2014, Grant Center For International Education

Grant Center Newsletters

No abstract provided.

Newsletter Summer 2013, Grant Center For International Education

Grant Center Newsletters

No abstract provided.

Newsletter Winter 2013, Grant Center For International Education

Grant Center Newsletters

No abstract provided.

Newsletter Fall 2012, Grant Center For International Education

Grant Center Newsletters

No abstract provided.

Newsletter Spring 2012, Grant Center For International Education

Grant Center Newsletters

No abstract provided.

Malumghat A Little Joy, Joy Kelly

Honors Theses

Upon my return from studying abroad, people asked, "How was Bangladesh?" as if they were asking about a relative I visited in Florida. "How was Uncle Fred?" Smiling, I replied "Good, I loved it." The conversation typically turned to other matters. Others asked, "What is the biggest thing you learned while you were gone?" While Judging how long the asker wished to listen, I narrowed my extensive response to one or two key points.

Living in the tiny, yet populous village of Malumghat, Bangladesh, as I participated in Hands-On during the spring of 2011, I learned a myriad of new …

Newsletter Spring 2011, Grant Center For International Education

Grant Center Newsletters

No abstract provided.

Newsletter Spring 2010, Grant Center For International Education

Grant Center Newsletters

No abstract provided.

Newsletter Spring 2009, Grant Center For International Education

Grant Center Newsletters

No abstract provided.

Japanese And American Education: A Comparative Study, Naomi R. Mercer

Honors Theses

While living in Japan as an exchange student, many different aspects of Japanese culture, especially the Japanese education system, fascinated me. Their system demanded so much from children and determined the paths their lives would take based upon two or three long and complicated tests. My college friends had obviously survived the rigors of the schools system and, as I eventually realized, succeeded. All of the publicity that Japanese education received in the United States as a model system made me curious to know whether the stories in magazines and on the 6 o'clock news held any truth or if …

Mathematics On An International Basis, Sandra Lee Sawyer

Honors Theses

Is the math of the United States inferior? In 1967 there was an international study of mathematics comparing twelve different countries: United States, Japan, Australia, Belgium, England, Finland, France, Germany, Israel, The Netherlands, Scotland, and Sweden. Funded in part by the United States Office of Education and five years in the making, the report was based on a test given to 133,000 students in different countries at the age of thirteen and at the end of high school.