Evaluation of overseas travel for the purposes of education. This was for the German American Partnership Program. Most of the slides are the student's impression; last few discuss the parent's evaluation
This document provides information about colors and what they represent in interviews and professional settings. It discusses that black can represent authority, gray is a good color because it is not distracting, white is acceptable but too much may be excessive, purple could make one seem artificial, and brown is stable but boring. It also asks multiple choice questions about these color meanings and associations. The document recommends being careful of local laws when traveling abroad and provides conversation questions to ask new classmates about their travel experiences.
This document provides information about tourism in Taiwan, including famous landmarks, souvenirs from different locations, and sample questions to ask a partner about travel experiences. It also reviews vocabulary related to travel itineraries, including terms like weather forecast, budget, and layover. Students are instructed to practice dialogues about creating sample itineraries for visiting their hometowns.
The document provides a lesson on tourism English, including questions about locations, objects, and people in photos as well as facts about Taiwan having many convenience stores. It then reviews vocabulary words and provides practice sentences to fill in the blanks. The lesson concludes with a review of a student's 3-day tour of a Canadian city.
The document discusses personal fashion tastes and styles including colors, patterns, materials, and styles of clothing. It also covers word order of adjectives when describing clothing and compares levels of an quality using adverbs like "as". Some key fashion terms mentioned include turtleneck, v-neck, boot-cut, flared, fitted, baggy, crew neck, short sleeve, denim, suede, wool, cahsmere, polyester, leather, silk, and rubber.
The document discusses how to express opinions in English. It provides phrases to introduce personal opinions like "In my opinion" and "Personally, I think." It also gives ways to express general opinions, starting with phrases like "Most people believe" or "Some say." The document advises supporting opinions with reasons and evidence. It also explains how to agree or disagree with others' opinions, providing counterarguments when disagreeing.
Young Adventuress is a travel blog focused on sharing the experiences and adventures of its author, Liz Carlson, through pictures and casual writing. HuffPost is a news and opinion website that publishes on a wide variety of topics through a more professional and wordy writing style. Key differences between the blogs include their writing styles, designs, home pages, target audiences, and content, with Young Adventuress focusing on travel experiences through an attractive design and HuffPost providing a variety of news content through a simple, tidy design.
The document provides instructions and information for a speaking practice activity between two partners. The first part instructs students to ask each other questions about school subjects, reasons for studying English, future travel plans, and jobs. The second part has one student ask questions about a weekend trip the other took. Questions cover location, transportation, activities, lodging, and costs. The third part provides details for a sample weekend trip to Bath, England for the partner to reference when answering questions about the itinerary, transportation, costs, and activities.
H.G. Publications was established in 1994 and focuses on publishing high-quality educational and career books. It has published hundreds of books covering subjects like arts, science, commerce, civil services, banking, and state-specific books. The company aims to provide students with the best resources and is known for its test preparation manuals. It has editorial and production teams to oversee the publishing process and continues expanding into new topics.
This document provides information about colors and what they represent in interviews and professional settings. It discusses that black can represent authority, gray is a good color because it is not distracting, white is acceptable but too much may be excessive, purple could make one seem artificial, and brown is stable but boring. It also asks multiple choice questions about these color meanings and associations. The document recommends being careful of local laws when traveling abroad and provides conversation questions to ask new classmates about their travel experiences.
This document provides information about tourism in Taiwan, including famous landmarks, souvenirs from different locations, and sample questions to ask a partner about travel experiences. It also reviews vocabulary related to travel itineraries, including terms like weather forecast, budget, and layover. Students are instructed to practice dialogues about creating sample itineraries for visiting their hometowns.
The document provides a lesson on tourism English, including questions about locations, objects, and people in photos as well as facts about Taiwan having many convenience stores. It then reviews vocabulary words and provides practice sentences to fill in the blanks. The lesson concludes with a review of a student's 3-day tour of a Canadian city.
The document discusses personal fashion tastes and styles including colors, patterns, materials, and styles of clothing. It also covers word order of adjectives when describing clothing and compares levels of an quality using adverbs like "as". Some key fashion terms mentioned include turtleneck, v-neck, boot-cut, flared, fitted, baggy, crew neck, short sleeve, denim, suede, wool, cahsmere, polyester, leather, silk, and rubber.
The document discusses how to express opinions in English. It provides phrases to introduce personal opinions like "In my opinion" and "Personally, I think." It also gives ways to express general opinions, starting with phrases like "Most people believe" or "Some say." The document advises supporting opinions with reasons and evidence. It also explains how to agree or disagree with others' opinions, providing counterarguments when disagreeing.
Young Adventuress is a travel blog focused on sharing the experiences and adventures of its author, Liz Carlson, through pictures and casual writing. HuffPost is a news and opinion website that publishes on a wide variety of topics through a more professional and wordy writing style. Key differences between the blogs include their writing styles, designs, home pages, target audiences, and content, with Young Adventuress focusing on travel experiences through an attractive design and HuffPost providing a variety of news content through a simple, tidy design.
The document provides instructions and information for a speaking practice activity between two partners. The first part instructs students to ask each other questions about school subjects, reasons for studying English, future travel plans, and jobs. The second part has one student ask questions about a weekend trip the other took. Questions cover location, transportation, activities, lodging, and costs. The third part provides details for a sample weekend trip to Bath, England for the partner to reference when answering questions about the itinerary, transportation, costs, and activities.
H.G. Publications was established in 1994 and focuses on publishing high-quality educational and career books. It has published hundreds of books covering subjects like arts, science, commerce, civil services, banking, and state-specific books. The company aims to provide students with the best resources and is known for its test preparation manuals. It has editorial and production teams to oversee the publishing process and continues expanding into new topics.
Evaluation of the first meeting in ostrava, CZHolasová Alena
The document summarizes evaluations from participants in a first meeting held in Ostrava, Czech Republic from January 26-31, 2015. It includes responses to questions about who participated, what was learned, activities during the meeting, and impressions. Key findings were that participants enjoyed getting to know others from different countries and backgrounds, teaching and sharing lessons was inspiring, and visiting local attractions like museums and the mountains was educational. The most challenging aspects for some were the cold weather, unfamiliar food, and language barriers.
The students from Spain enjoyed meeting new people and making friends during their visit to Meadowhead School in England. They liked going to Whitby and experiencing English culture through activities like drama lessons, shopping, and exploring Sheffield. The students learned some English and Finnish vocabulary, and gained an understanding of modern heroes and villains as well as life in England. Some found it difficult to understand the fast English accents or lessons at first. Most wanted to extend their stay to two weeks to spend more time with their host families and see more of England. Overall, the exchange was considered a very positive experience.
The students enjoyed meeting new people and making international friends. Popular activities included visiting Whitby, Robin Hood's Bay, and spending free time with their partner families. However, some things could be improved like better planning to reduce waiting time and include more icebreaker activities. Overall, the international student visit was a very positive experience for building cross-cultural understanding despite some difficulties with organization.
The document promotes a special report about learning foreign languages. It states that learning a foreign language can make traveling more enjoyable and less stressful by allowing communication. The author struggled with learning a foreign language for an extended trip but uncovered secrets that helped. The special report provides everything needed to know about foreign language learning, including guides for Spanish, French, and German as well as techniques for overcoming obstacles and psychological tips.
The document appears to be a survey completed by students who participated in an exchange program between Hungary and Spain. In the survey, the students answered questions about their experiences during the exchange, what they learned, and their thoughts on the exchange program and Comenius scheme overall. Some of the key things they reported learning included improved communication skills in English, cultural knowledge of Hungary and Spain, and skills like teamwork and making friends. The students also expressed positive sentiments about visiting Hungary again in the future due to the friendly people, desire to see more of the country, and to improve their English. Overall, the exchange seemed to provide fun and engaging activities, and the students felt the Comenius scheme was a great opportunity to learn about
This document discusses the different phases of culture shock that people often experience when moving to a new culture. It begins with an initial "honeymoon phase" where everything is exciting and new. This is typically followed by a period of "anxiety" as the novelty wears off and adjusting to the new culture becomes more difficult. People may feel negativity, miscommunication, and dislike for the new culture during this phase. Eventually, most people adjust further and start to feel more at home in the new culture. However, some people experience "reverse culture shock" when returning to their home culture, finding it dull in comparison. The document provides examples from the author's own experiences with these phases of culture shock in different cultures.
Reverse culture shock occurs when one returns home after living abroad and experiencing a new culture. There are typically four stages of reverse culture shock: disengagement from the host country, initial euphoria at being home, irritability and hostility as adjustments are made, and eventual readjustment and adaptation. The transition can be difficult as returnees may feel isolated, like they no longer fit in, or that their experiences abroad are not understood. Universities often provide less support for reverse culture shock than for initial culture shock experienced abroad. Seeking out others who have also lived abroad and maintaining connections to the host country can help ease the process of adjusting back home.
The document discusses a trip to Rome for a project on using social media for language marketing. It describes some of the participants, activities of the project including meetings and a welcoming dinner. It discusses exploring the city, enjoying food like artichokes and cappuccinos. It encourages making the most of opportunities that come in life as unexpected things can result.
Rebekka is a Swiss citizen who studied International Relations in Geneva and completed internships in Abu Dhabi. She speaks French, German, and English. Rebekka enjoys traveling, outdoor activities, and meeting new people from different cultures. She is doing a master's degree focused on public governance, development, and intercultural communication to gain experience for her future career. Rebekka is excited for the opportunity to intern in Estonia and discover the country and Baltic region.
This document discusses the typical stages of culture shock that people often experience when living in a foreign culture:
1) The "honeymoon phase" where everything in the new culture seems exciting and wonderful.
2) The "anxiety" stage where the novelty wears off and small frustrations with the new culture emerge as things no longer seem as good.
3) Eventually reaching an "acceptance" phase where one learns to accept both the positives and negatives of the new culture and starts to feel more at home.
The document also notes that some people may experience "reverse culture shock" upon returning home, finding their home culture dull in comparison.
The document discusses teaching lexical items (vocabulary) to language learners. It addresses common fears teachers have about teaching lexis, including that some lexical items are culturally specific, teachers' English ability is not equal to a native speaker, and monolingual classrooms are different than multilingual ones. It promotes teaching vocabulary through exposure to language, using the teacher's book to explain vocabulary, modeling conversations, and allowing translation to help learners understand new words.
Increasing Study Abroad Access for All: A Community College ModelCIEE
Nearly half of all undergraduate students in the United States are enrolled in community colleges. These students are more likely to work full time, have limited financial resources, and be first-generation college students. This presentation will focus on increasing access to study abroad for community college students, with practical advice on setting up payment plans, scheduling, accessing foundation and scholarship funding, and other tips for helping community college students take advantage of the myriad benefits of study abroad.
The document provides tips for developing and delivering an effective presentation by addressing nerves, verbal and nonverbal communication, and presentation structure. It discusses reducing tension before speaking through breathing and stretching exercises. Proper verbal techniques include clear enunciation, voice variation, and avoiding mumbling. Nonverbal best practices include maintaining eye contact, using gestures, and being aware of body language. The document also outlines organizing a presentation through introducing the topic, presenting main points in a logical order, and concluding by summarizing key information.
This document provides information and guidelines for students studying abroad through St. John's University. It discusses mandatory on-site orientations, cultural events, travel guidelines, living with roommates, local transportation, communication with friends/family, budgeting, and engaging in optional excursions and service activities while abroad. The document emphasizes following all rules and attending all required events in order to avoid probation and make the most of the study abroad experience through cultural immersion and travel.
The document discusses several reasons why learning English is beneficial: 1) It provides access to knowledge from most websites, books, news reports, and science texts written in English; 2) English is the most common language of global communication, spoken by over 1.5 billion people worldwide; 3) Knowing English can help advance one's career by including it on resumes and gaining technical skills; and 4) Being proficient in English allows one to enjoy art forms like films, books, and music in their original language and communicate more easily with foreigners.
Haylee plans a trip through Europe to experience new cultures and learn about her family history. She will start in Spain to practice her Spanish language skills, then travel to Germany to discover her roots, followed by trips to Italy, which has always been a dream, and finally Greece. At each destination, she cites quotes from transcendentalist authors like Thoreau and Emerson that relate to her reasons for visiting and what she hopes to gain from the experiences of traveling, learning about new places, and broadening her perspective.
The document provides guidance on writing an autobiography, including brainstorming major life events in chronological order and describing them in paragraphs with details about feelings, impacts, and lessons learned. It emphasizes choosing interesting, character-building events and maintaining a positive tone. The introduction should grab attention and the conclusion should reinforce the thesis. The autobiography should demonstrate the subject is adaptable, dependable, and kind, with dreams and goals, to be considered for opportunities.
The document contains feedback from Finnish, Italian, and German students about their experience participating in a cultural exchange program in Kangasala, Finland. They rated and provided comments on various activities during the week-long program. When asked about the best parts, many enjoyed social activities like camping, baking, and trips to Tampere. Some suggestions for improvement included making presentations and lectures more engaging. Students expressed hopes for continuing relationships and looking forward to the next part of the exchange in Italy.
Evaluation of the first meeting in ostrava, CZHolasová Alena
The document summarizes evaluations from participants in a first meeting held in Ostrava, Czech Republic from January 26-31, 2015. It includes responses to questions about who participated, what was learned, activities during the meeting, and impressions. Key findings were that participants enjoyed getting to know others from different countries and backgrounds, teaching and sharing lessons was inspiring, and visiting local attractions like museums and the mountains was educational. The most challenging aspects for some were the cold weather, unfamiliar food, and language barriers.
The students from Spain enjoyed meeting new people and making friends during their visit to Meadowhead School in England. They liked going to Whitby and experiencing English culture through activities like drama lessons, shopping, and exploring Sheffield. The students learned some English and Finnish vocabulary, and gained an understanding of modern heroes and villains as well as life in England. Some found it difficult to understand the fast English accents or lessons at first. Most wanted to extend their stay to two weeks to spend more time with their host families and see more of England. Overall, the exchange was considered a very positive experience.
The students enjoyed meeting new people and making international friends. Popular activities included visiting Whitby, Robin Hood's Bay, and spending free time with their partner families. However, some things could be improved like better planning to reduce waiting time and include more icebreaker activities. Overall, the international student visit was a very positive experience for building cross-cultural understanding despite some difficulties with organization.
The document promotes a special report about learning foreign languages. It states that learning a foreign language can make traveling more enjoyable and less stressful by allowing communication. The author struggled with learning a foreign language for an extended trip but uncovered secrets that helped. The special report provides everything needed to know about foreign language learning, including guides for Spanish, French, and German as well as techniques for overcoming obstacles and psychological tips.
The document appears to be a survey completed by students who participated in an exchange program between Hungary and Spain. In the survey, the students answered questions about their experiences during the exchange, what they learned, and their thoughts on the exchange program and Comenius scheme overall. Some of the key things they reported learning included improved communication skills in English, cultural knowledge of Hungary and Spain, and skills like teamwork and making friends. The students also expressed positive sentiments about visiting Hungary again in the future due to the friendly people, desire to see more of the country, and to improve their English. Overall, the exchange seemed to provide fun and engaging activities, and the students felt the Comenius scheme was a great opportunity to learn about
This document discusses the different phases of culture shock that people often experience when moving to a new culture. It begins with an initial "honeymoon phase" where everything is exciting and new. This is typically followed by a period of "anxiety" as the novelty wears off and adjusting to the new culture becomes more difficult. People may feel negativity, miscommunication, and dislike for the new culture during this phase. Eventually, most people adjust further and start to feel more at home in the new culture. However, some people experience "reverse culture shock" when returning to their home culture, finding it dull in comparison. The document provides examples from the author's own experiences with these phases of culture shock in different cultures.
Reverse culture shock occurs when one returns home after living abroad and experiencing a new culture. There are typically four stages of reverse culture shock: disengagement from the host country, initial euphoria at being home, irritability and hostility as adjustments are made, and eventual readjustment and adaptation. The transition can be difficult as returnees may feel isolated, like they no longer fit in, or that their experiences abroad are not understood. Universities often provide less support for reverse culture shock than for initial culture shock experienced abroad. Seeking out others who have also lived abroad and maintaining connections to the host country can help ease the process of adjusting back home.
The document discusses a trip to Rome for a project on using social media for language marketing. It describes some of the participants, activities of the project including meetings and a welcoming dinner. It discusses exploring the city, enjoying food like artichokes and cappuccinos. It encourages making the most of opportunities that come in life as unexpected things can result.
Rebekka is a Swiss citizen who studied International Relations in Geneva and completed internships in Abu Dhabi. She speaks French, German, and English. Rebekka enjoys traveling, outdoor activities, and meeting new people from different cultures. She is doing a master's degree focused on public governance, development, and intercultural communication to gain experience for her future career. Rebekka is excited for the opportunity to intern in Estonia and discover the country and Baltic region.
This document discusses the typical stages of culture shock that people often experience when living in a foreign culture:
1) The "honeymoon phase" where everything in the new culture seems exciting and wonderful.
2) The "anxiety" stage where the novelty wears off and small frustrations with the new culture emerge as things no longer seem as good.
3) Eventually reaching an "acceptance" phase where one learns to accept both the positives and negatives of the new culture and starts to feel more at home.
The document also notes that some people may experience "reverse culture shock" upon returning home, finding their home culture dull in comparison.
The document discusses teaching lexical items (vocabulary) to language learners. It addresses common fears teachers have about teaching lexis, including that some lexical items are culturally specific, teachers' English ability is not equal to a native speaker, and monolingual classrooms are different than multilingual ones. It promotes teaching vocabulary through exposure to language, using the teacher's book to explain vocabulary, modeling conversations, and allowing translation to help learners understand new words.
Increasing Study Abroad Access for All: A Community College ModelCIEE
Nearly half of all undergraduate students in the United States are enrolled in community colleges. These students are more likely to work full time, have limited financial resources, and be first-generation college students. This presentation will focus on increasing access to study abroad for community college students, with practical advice on setting up payment plans, scheduling, accessing foundation and scholarship funding, and other tips for helping community college students take advantage of the myriad benefits of study abroad.
The document provides tips for developing and delivering an effective presentation by addressing nerves, verbal and nonverbal communication, and presentation structure. It discusses reducing tension before speaking through breathing and stretching exercises. Proper verbal techniques include clear enunciation, voice variation, and avoiding mumbling. Nonverbal best practices include maintaining eye contact, using gestures, and being aware of body language. The document also outlines organizing a presentation through introducing the topic, presenting main points in a logical order, and concluding by summarizing key information.
This document provides information and guidelines for students studying abroad through St. John's University. It discusses mandatory on-site orientations, cultural events, travel guidelines, living with roommates, local transportation, communication with friends/family, budgeting, and engaging in optional excursions and service activities while abroad. The document emphasizes following all rules and attending all required events in order to avoid probation and make the most of the study abroad experience through cultural immersion and travel.
The document discusses several reasons why learning English is beneficial: 1) It provides access to knowledge from most websites, books, news reports, and science texts written in English; 2) English is the most common language of global communication, spoken by over 1.5 billion people worldwide; 3) Knowing English can help advance one's career by including it on resumes and gaining technical skills; and 4) Being proficient in English allows one to enjoy art forms like films, books, and music in their original language and communicate more easily with foreigners.
Haylee plans a trip through Europe to experience new cultures and learn about her family history. She will start in Spain to practice her Spanish language skills, then travel to Germany to discover her roots, followed by trips to Italy, which has always been a dream, and finally Greece. At each destination, she cites quotes from transcendentalist authors like Thoreau and Emerson that relate to her reasons for visiting and what she hopes to gain from the experiences of traveling, learning about new places, and broadening her perspective.
The document provides guidance on writing an autobiography, including brainstorming major life events in chronological order and describing them in paragraphs with details about feelings, impacts, and lessons learned. It emphasizes choosing interesting, character-building events and maintaining a positive tone. The introduction should grab attention and the conclusion should reinforce the thesis. The autobiography should demonstrate the subject is adaptable, dependable, and kind, with dreams and goals, to be considered for opportunities.
The document contains feedback from Finnish, Italian, and German students about their experience participating in a cultural exchange program in Kangasala, Finland. They rated and provided comments on various activities during the week-long program. When asked about the best parts, many enjoyed social activities like camping, baking, and trips to Tampere. Some suggestions for improvement included making presentations and lectures more engaging. Students expressed hopes for continuing relationships and looking forward to the next part of the exchange in Italy.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
4. What I thought Germany would
be like…
• I thought I wouldn’t know any German. At all.
• I wouldn’t be a bit homesick.
• 5 weeks was going last FOREVER.
• Every historical part of our trip would be boring.
• I would die from all the walking we were
expected to do.
• I wouldn’t enjoy any of my classes in Köln.
5. In actuality…
• I really did know quite a bit of German, and was
able to pick up on a lot.
• I became more independent…but I REALLY missed
home.
• 5 weeks went super fast.
• I REALLY enjoyed many of the historical sights and
tours we experienced. I learned something new
EVERY day!
• I obviously didn’t die from the physical activity.
• I enjoyed many of the classes that I took in Köln and
learned a lot about the education system in
Germany.
17. About My Homestay…
• I learned a ton from my host family! They helped
me improve my language skills. I got to see
cultural differences between German and
American families.
• I felt like part of the family.
• I got to see inside the every day life of a typical
German family.
18. What I Learned…Language
• I learned how to order pretty much anything I
want to eat.
• I improved my grammar from listening to my
host family and students from Köln.
• I’m more confident speaking German in front of
people.
• I can understand so much more.
19. What I Learned…Culture
• I learned a lot of history and got to see many
historical places in Germany.
• I learned a few folk tales from the different
places we visited.
• And most importantly… I got to see the Germans
get extremely excited for SOCCER!
20. What I Learned…Traveling
• I learned to take care of my things and stay
organized.
• I learned to be more careful and aware of my
surroundings because my parents aren’t always
going to be watching my back.
• I learned how to budget.
• I learned to be more independent.
21. What I Learned…About People
in General
• Some people have habits that don’t match mine
and you have to learn to be flexible in situations.
• All people have the similar wants, dreams, and
goals whether they are from Germany or
America.
• Some Germans have very strong opinions that
don’t match American opinions.
22. What I Learned…About Myself
• I love art and architecture.
• I want to incorporate German into my job one
day.
• I want to study abroad (in Germany) during
college.
• I want to travel to Germany again, as often as
possible.
23. How this Experience Impacted
Me…
• I learned more about what I want to do in life; in
my career.
• I realized that sharing my beliefs is important, no
matter where I go.
25. My Advice to Parents…
• Make your student pay for part of the trip and
for all of their spending money. They will
appreciate it more and take in as much as
possible. And they won’t spend as much on
things they don’t need.
26. My Advice to Students…
“The World is a book, and those
who do not travel read only a
page.”
– St. Augustine
•Take this opportunity. You will never be able to
learn a language better than traveling to a country
where that language is spoken and just soaking it
up. Oh, and apply for the grant. Every little bit
helps.
28. What I See as a Parent...
• Independence and courage
• Budgeting skills
• Improved language skills
• Better appreciation of German (and U.S.) culture
• A desire to include German as a part of her
career goals
29. My Advice…
• Have your student “earn” a portion of the funds
for the trip. The trip means more to them and
they are more frugal with their money. At least
make them earn their “spending” money.
• Let them go…you will have a clearer vision of
what still needs to be learned by your student
before you send them off to college.