Please find below an announcement for NC State University Ethnographic Field School and Ethnographic Research Training program. All inquiries should be directed to Dr. Tim Wallace, the program director (tmwallace@mindspring.com), or Sarah Taylor (sarahtaylor44@gmail.com) at 919-815-6388 (m) or 919-515-9025 (o). Fax no: 919-515-2610; E-mail: tmwallace@mindspring.com .

NC State University Announces the 20th Annual Ethnographic Field School and Ethnographic Research Training program, Summer 2013
Lake Atitlán, Guatemala
May 24 - July 15, 2013

Tourism, Heritage, Environment, and Globalization in Guatemalan Maya Communities

Field school website: http://faculty.chass.ncsu.edu/wallace or through the NCSU Study Abroad Office website:http://studyabroad.ncsu.edu/

Objectives: Learn how to design, conduct and write-up qualitative, ethnographic research while on the shores of a crystal lake framed by volcanoes! During the 7 ½ week program, live and work with an indigenous Guatemalan family in the Lake Atitlán area of the Western Highlands. This is a hands-on, experiential-driven program where students design a research program, and plan and implement an independent, individualized, project. Whether you are an undergraduate or graduate student, training in ethnographic and qualitative research methods can prove to be beneficial for your career, whether it be in anthropology, sociology, international affairs, history, education, textiles, natural resource management business and management, political science, psychology, bio-medical engineering and public health. All students are encouraged to apply, especially students interested in topics concerning the environment, globalization, social justice, tourism, conservation, language, development, poverty and health. Not sure how your interests may fit into the topics listed? Contact us. The program is tailored individually to maximize the participant's potential for understanding and developing the skills needed for ethnographic, qualitative research.  Students also will have opportunities to pursue an applied, service-learning project in lieu of a research project.  Contact the Program Directors (tim_wallace@ncsu.edu;sarahtaylor44@gmail.com) to discuss potential opportunities for your areas of interest.

If you would like to contact past participants, let us know. Some of them have written recently to offer their endorsement of the program.

"Tim Wallace's fieldschool stretched the limits of what I thought I could do. I emerged more confident as a researcher, Spanish speaker, and student, and would highly recommend it to anyone who is seeking to build character, resume, or research portfolio."– D. Carr (2012)

“Studying anthropology in Guatemala not only allowed me to try something academically outside my comfort zone but my time there also culturally enriched me in a way I wasn't expecting. Living with a host family in a foreign country and culture changed my life forever and I feel like a more well-rounded  and confident individual because of it. No matter your major or your interests there is something that will speak to you in Lake Atitlan, Guatemala and give you an experience that you'll never forget.”  T. Wells (2012)

"Not only was the EFS program in Guatemala a phenomenally engaging and enjoyable experience, but it also provided me with the tangible skills that I will use as an anthropologist in any region of the world – absolutely irreplaceable as I apply for a Fulbright to conduct ethnographic research in China next year!"  - B. Reynolds (2012)

“The Ethnographic Field School is a great way to gain practical field experience in anthropology.  Students in the field school come from a variety of backgrounds and by the end of the summer I felt more confident in undertaking a research project and living/travelling independently in a foreign country.  I do not speak fluent Spanish and I was still able to complete a project I could be proud of! - J. Bunch (2010)

“The field school was one of the most rewarding learning experiences in my entire life. Not only did my Spanish improve, but I also learned a lot more about what it takes to do quality ethnographic work. I think this is a must for anyone looking to do graduate or professional work in anthropology but lacks field experience.” - M. Stern (2012)

The program and eligibility: 
Within the supportive framework of the NC State Guatemala Program students learn the fundamentals of ethnographic fieldwork, including project design and management, data collection and report writing. Students also quickly improve their Spanish language skills through intensive, daily interaction with their home stay families and other community members. Guatemalans are friendly and outgoing with an ancient and rich, Mayan cultural heritage. The program is designed for about 16 participants who may be undergraduates, graduate students or post-baccalaureate students.  Students will also learn about the contemporary Maya of the Lake Atitlán area and how they are adapting to changing demographics, globalization, economic and political insecurities, and environmental change. The program is not limited to students of NC State University and many previous participants have come from all over the US, Canada, Chile, the UK, and Guatemala.  Some Spanish language skills and some course work or familiarity with anthropology are desirable.

The Fieldwork Site
Lake Atitlán is one of the most majestic and scenic spots in all of Latin America. Ringed by active and extinct volcanoes and about a mile in elevation, the 55 sq. mi. lake was formed out of an ancient volcanic basin (crater). Dotting the shores of the lake are about a dozen small villages inhabited by the contemporary descendants of the ancient Maya. Panajachel (pop. 10,000), one of the largest towns, will be the headquarters for the program. Students will be located in home stays in one of the ten other towns surrounding the lake shores. The view of the lake from Panajachel and the other towns is magnificent, and the attractive sunsets and views daily lure many tourists over the years. Yet, the region has retained much of their traditional Maya heritage. Guatemala has the largest indigenous population in Mexico and Central America. There are approximately 23 different languages spoken in Guatemala and three of them are spoken around Lake Atitlán (Kaqchikel, Tz’utujil and K’iche’). Despite conquests and civil wars, the Maya have survived for nearly two millennia. Lake Atitlán is one of the best places in Central America to learn about this amazingly durable and vibrant culture.

Six Course Credits (graduate or undergraduate): 
Students receive six credits for completing the program. The program emphasizes practical training in ethnographic fieldwork and ethics as it relates to Guatemala. In addition to learning research design, systematic observation, interviewing, fieldnote-taking, coding, ethics, data analysis, report writing, etc., students also learn about contemporary Guatemalan society and culture, particular the key issues of environment, heritage, identity, politics, and globalization in Mayan Communities, especially around Lake Atitlán.  Students learn through seminar discussions and field work the problems associated with first fieldwork in an international setting.  Note: English is the language of instruction, but Spanish is an invaluable tool for a full experience. The focus of all course work is the design, implementation and write- up of an independent research project with an applied focus.

Housing
In concert with each student’s research needs and personal preferences, participants will be housed with a local family, in one of thirteen Mayan communities around Lake Atitlan. Each student will receive room, breakfast, lunch and dinner and laundry services. Families also help students learn Spanish and establish networks in the community.

Program Costs 
The cost of the seven-week program is only $3375. The single fee covers all expenses (except airfare) including:
•room, board (three meals/day), laundry
•tuition for six credits
•full coverage health insurance during stay abroad
•program fees and instruction
•local transportation costs and transfer fees
•national park entrance fees
•research supplies
•free rental of a cellphone (works both in-country and for inexpensive, international calls), and
•in-country excursions (Colonial Antigua, Indigenous markets at Chichicastenango, rituals in Patzún, the Nature Reserve of Atitlán, and the Mayan ruins of Iximché among others)

Airfare from most US cities is approximately $600. Students will need to bring a laptop with them to them field. Each town around the lake has Internet access. Other than a valid passport, US and Canadian citizens need no other documents to enter Guatemala for a stay of up to 90 days.

Applications
Students from any university or country, regardless of major - graduate, undergraduate, post-baccalaureate or post-graduate - may apply.  Applications may be accessed through the field school website: http://faculty.chass.ncsu.edu/wallace or through the NC State University Study Abroad Office website: http://studyabroad.ncsu.edu .  Please feel free to contact Dr. Tim Wallace, the program director (tmwallace@mindspring.com), or Sarah Taylor (sarahtaylor44@gmail.com) for additional information or any type of inquiry about the program at 919-815-6388 (m) or 919-515-9025 (o). Fax no: 919-515-2610; E-mail: tmwallace@mindspring.com.  The applications are submitted online, but if you have any problems, please contact Ms. Rebecca Denton at the NCSU Study Abroad Office, Box 7344, NC State University, Raleigh, NC 27695-7344 rebecca_denton@ncsu.edu, 919-515-2087. The official deadline is February 8, 2013. Applications received after that date will be considered only if there are spaces still available.

An interview with Maurice Berger, Chief Curator and Research Professor of the Center for Art, Design and Visual Culture, by Tom Hall of WYPR is scheduled to air this Monday, Martin Luther King Jr. Day, on Maryland Morning. In the interview, Berger discusses the exhibition currently on display in the CADVC, For All the World to See: Visual Culture and the Struggle for Civil Rights (curated by Berger).

To listen, tune in to WYPR on Monday, January 21 at 9:45 a.m.

UPDATE: A podcast of the interview will be available online after the program airs through Maryland Morning’s archive. The interview, “Viewing the Civil Rights Movement through a New Lens,” is available online now, through Maryland Morning‘s website.

For All the World to See is on display until March 10.

 
Wash hands frequently with soap and water for at least 20 seconds or use hand sanitizer frequently, especially after touching common surfaces such as door handles. Cover your mouth when coughing or sneezing with either a disposable tissue or a sleeve, and avoid touching your face. Avoid contact with people who are sick. Get plenty of rest to keep the immune system working at its best.

Monitor your health. Flu symptoms include fever with cough or sore throat, and sometimes runny nose, body aches, headache, vomiting or diarrhea.

What to do if sick with the flu:

Persons with flu symptoms should stay home. Ill individuals should limit contact with others who are not sick. Those with flu-like symptoms should not return to class or work until they no longer have a fever (a temperature of less than 100.5 F) for at least 24 hours without the use of fever-reducing medications.

Staff and faculty with the flu should utilize normal departmental call-out procedures to report their illness.  Appropriate medical documentation may be required for absences involving multiple days.  For additional clarification regarding absences from work, faculty and staff should contact the Human Resources Department.

Individuals should seek medical attention if they have acute symptoms such as body aches, cough or a fever of more than 100.5. If a faculty or staff member comes to UHS for medical care, they must bring their health insurance cards with them; otherwise, they will be charged full price for their visit. They should talk with a doctor about appropriate medicine to treat flu or flu-like symptoms.

If an individual gets worse after being on the medication for three or four days, they should come back to University Health Services or their primary care provider to have their lungs rechecked to make sure they have not developed a secondary infection. Those with chronic health conditions, such as asthma, or complications should call their health care provider or University Health Services at 410-455-2542.

Our goal is for our community to have a productive and healthy work environment. There are many resources on campus available to support you. Please don’t hesitate to contact Jennifer K. Lepus, Director of University Health Services, with questions or concerns at 410-455-3751 or jlepus@umbc.edu.

As a child, Lekelia “Kiki” Jenkins ’97, biological sciences, could often be found on a fishing pier on the Chesapeake Bay, dangling a line for fish or chicken-necking for blue crabs with her family.

Today, you’re more apt to find her on a commercial fishing boat in Ecuador as she researches how fishermen can keep from catching protected species such as sea turtles.

It’s a race against time as Jenkins works with fishermen and government regulators to adopt new technologies out on the water. It can take 15 years or longer to come up with a new device to keep sea turtles from being snared by hooks or to prevent dolphins from getting tangled in nets.

“When you’re looking at some of the forecasts of when animals are going to go extinct – like leatherback turtles, which could be a decade before they’re extinct in the Pacific Ocean – then 15 years is too long of a time frame,” said Jenkins, who is now an assistant professor at the University of Washington in Seattle.

Jenkins focuses not only on the mechanics of the devices she’s helping to streamline – called bycatch reduction devices – but also the factors that lead commercial fishermen to adopt them or reject them. In particular, she’s been evaluating barriers that might prevent fishermen in other countries from using the devices that American regulators are pushing.

She blends a touch of the social sciences into biology, understanding not just how the animals behave with the devices, but how the people who use them behave, too.

“It’s really about the people, and the people are having an impact on the environment,” Jenkins said. “What’s going to effect change really starts with humans and why they do what they do, and where there are opportunities to improve that.”

Jenkins also studies how commercial fishermen might switch their fishing gear to different types that are less lethal to protected species – from nets, say, to baited fishing lines. She is also working on recounting historic fishing harvests to better understand how humans have influenced marine life.

Jenkins’ research often takes her out on the water, working alongside commercial fishermen.

“Fishermen are wonderful. They like me, so I’m lucky,” Jenkins says with a laugh. “They are really sweet, very open. They take their time to share.”

Jenkins’ career path was shaped by her mentors at UMBC. A former junior zookeeper at what is now the Maryland Zoo in Baltimore, Jenkins initially considered studying veterinary medicine and endocrinology, so she could work in captive breeding.

But it was in the late UMBC professor of biological sciences Carl Weber’s ecology class that she found her calling.

“I was reading through the textbook, a chapter we weren’t assigned on conservation ecology, and I thought, ‘This is it! This is what I want to do,’” Jenkins recalls.

In addition to Weber, Jenkins credits other UMBC faculty, including associate professor of geography and environmental systems Sandy Parker, senior lecturer in chemistry Mark Perks, and former associate vice provost Teresa Viancour (who let Jenkins into the lab at night to observe electric fish) with helping her understand where her biology training at UMBC could take her.

Jenkins also found a “wonderful oasis” in UMBC’s dance department, where she earned a minor and found a creative outlet in an interest she continues today. In fact, after Jenkins earned her Ph.D. in marine conservation at Duke University in 2006, she choreographed a dance about her dissertation on sea turtles. It won second place in a dance competition sponsored by the American Association for the Advancement of Science.

Jenkins says the arts and science can mesh better than many might think. In fact, art can be used to communicate science to non-scientists.

“What I tell people all the time is that, especially when it comes to the environment, people’s interest in environmental issues are triggered by all sorts of things,” she said. That could be experiences in nature, photography, poetry or literature. It makes sense, she said, to communicate science through those same channels.

“If we as scientists want to deliver information back to stakeholders and people who care about the environment, doing scientific papers is insufficient,” she said.

Jenkins practices what she preaches, writing general-interest articles alongside each of her academic papers. In 2011, for example, she blogged about a research trip to Ecuador for the New York Times.

Jenkins hopes her work – whether with regulators, fishermen or regular folks – can help save vulnerable species.

“I want to make a difference. I want to have a lasting conservation impact,” Jenkins said. “When I did my dissertation, I said to my advisor: ‘I want to do work that someone’s going to use. It’s not going to sit on a shelf.’”

— Pamela Wood, UMBC Magazine

USAID’s Africa Bureau expects to have a limited number of Summer 2013 internships available in a few of our overseas missions in sub-Saharan Africa as well as in Washington, D.C. This is an excellent opportunity for outstanding students interested in pursuing careers in international development.

In sub-Saharan Africa, USAID works to help build sustained and well-governed states that respond to the needs of their people, reduce widespread poverty, and conduct themselves responsibly in the international system. Our assistance to Africa aims to help African governments, institutions, and organizations advance good governance principles and innovative approaches to health, education, economic growth, agriculture, and the environment.

Interns will have the opportunity to contribute to USAID’s work in Africa while learning valuable lessons about international development and working closely with our staff members. The work assigned to an intern in most office divisions includes research, writing program memoranda, drafting documents, facilitating meetings and special events, attending program discussions in the Agency and at the Department of State, and communicating on program issues for USAID field Missions abroad.

All internship offers are contingent upon successful receipt of a security clearance. As soon as a candidate is tentatively selected, the Africa Bureau will work with the candidate to initiate the security clearance investigation process by obtaining and submitting the necessary documentation to the Office of Security. Additional documentation may be required, and internship offers are considered final only after the Office of Security completes its process and issues a security clearance. Please note that these steps require considerable processing time, and candidates should not make travel or other arrangements until the Africa Bureau confirms that the security clearance process is complete.

Apply here: https://communities.usaidallnet.gov/afrintern/