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Teaching and training for global engineering : perspectives on culture and professional communication practices / edited by Kirk St. Amant, Madelyn Flammia

Published:
Piscataway, NJ : IEEE Press, [2016]
Hoboken, New Jersey : Wiley, [2016]
Copyright Date:
©2016
Physical Description:
xxxvi, 272 pages : illustrations ; 25 cm.
Additional Creators:
St. Amant, Kirk, 1970- and Flammia, Madelyn

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Contents:
Machine generated contents note: 1.The Imperative of Teaching Linguistics to Twenty-First-Century Professional Communicators -- 1.1.Introduction, / Steven Hammer / Bruce Maylath -- 1.2.Why Linguistics? The Dangers of Monolingualism, / Steven Hammer / Bruce Maylath -- 1.3.Linguistic Knowledge[—]Where Did It Go?, / Steven Hammer / Bruce Maylath -- 1.4.Linguistics for the Professional Engineer and Communicator, / Steven Hammer / Bruce Maylath -- 1.4.1.Linguistics for Translation, / Steven Hammer / Bruce Maylath -- 1.4.2.Who Is Ready; Who Is Not, / Steven Hammer / Bruce Maylath -- 1.4.3.Beyond the Classroom, / Steven Hammer / Bruce Maylath -- 1.4.4.Sociolinguistics and Pragmatics, / Steven Hammer / Bruce Maylath -- 1.5.Conclusion, / Steven Hammer / Bruce Maylath -- References, / Steven Hammer / Bruce Maylath -- 2.Cultural Contexts in Document Design / Steven Hammer / Bruce Maylath -- 2.1.The Challenges of International Communication, / Dan Wang / Yiqin Wang -- 2.2.Literature Review, / Dan Wang / Yiqin Wang -- 2.2.1.Cultural Differences in Perception and Thought Patterns, / Dan Wang / Yiqin Wang -- 2.2.2.Cultural Differences in Text Organization, / Dan Wang / Yiqin Wang -- 2.2.3.Creating a Context for Understanding, / Dan Wang / Yiqin Wang -- 2.3.Study Design, / Dan Wang / Yiqin Wang -- 2.4.High- or Low-Context Culture and the Extent of Explicit Description, / Dan Wang / Yiqin Wang -- 2.4.1.High- or Low-Context Culture, / Dan Wang / Yiqin Wang -- 2.4.2.A Study of Chinese and German Automobile Literature, / Dan Wang / Yiqin Wang -- 2.4.3.Findings Observed, / Dan Wang / Yiqin Wang -- 2.5.Thought Pattern and Content Organization, / Dan Wang / Yiqin Wang -- 2.5.1.Thought Pattern, / Dan Wang / Yiqin Wang -- 2.5.2.A Study of Chinese and German Automobile Literature, / Dan Wang / Yiqin Wang -- 2.5.3.Findings Observed, / Dan Wang / Yiqin Wang -- 2.6.Cultural Contexts in Text-Graphic Relationships, / Dan Wang / Yiqin Wang -- 2.6.1.Text-Graphic Relationships, / Dan Wang / Yiqin Wang -- 2.6.2.Cultural Factors and Their Impacts on Text-Graphic Relationships, / Dan Wang / Yiqin Wang -- 2.6.3.A Study of Chinese and German Automobile Literature, / Yiqin Wang / Dan Wang -- 2.6.4.Findings Observed, / Dan Wang / Yiqin Wang -- 2.7.Cultural Backgrounds, / Dan Wang / Yiqin Wang -- 2.7.1.Aspects of Language, / Dan Wang / Yiqin Wang -- 2.7.2.Thought Patterns, / Dan Wang / Yiqin Wang -- 2.7.3.High-Context versus Low-Context Communication, / Dan Wang / Yiqin Wang -- 2.8.Applying Ideas to Training in Technical and Professional Communication, / Dan Wang / Yiqin Wang -- 2.8.1.Applying Ideas, / Dan Wang / Yiqin Wang -- 2.8.2.An Overview of the Proposed Exercise, / Yiqin Wang / Dan Wang -- 2.9.Conclusion, / Dan Wang / Yiqin Wang -- References, / Dan Wang / Yiqin Wang -- 3.Teaching Image Standards in a Post-Globalization Age / Dan Wang / Yiqin Wang -- 3.1.Image Design and Consumption in a Post-Globalization Age, / Audrey G. Bennett -- 3.1.1.The Changing Landscape, / Audrey G. Bennett -- 3.1.2.Agents of Change, / Audrey G. Bennett -- 3.2.Socially Conscious Communication Design and the Evolution of Image Standards, / Audrey G. Bennett -- 3.2.1.Approaches to Images as Tools for Social Action, / Audrey G. Bennett -- 3.2.2.Connections to Pedagogy, / Audrey G. Bennett -- 3.2.3.Expanding to the Global Context, / Audrey G. Bennett -- 3.3.Standards for Communicatively Effective Images, / Audrey G. Bennett -- 3.3.1.A Communicatively Effective Image Establishes Credibility, / Audrey G. Bennett -- 3.3.2.Communicatively Effective Images and Use in Public Contexts, / Audrey G. Bennett -- 3.3.3.The Design Process of a Communicatively Effective Image Includes the User, / Audrey G. Bennett -- 3.3.4.A Communicatively Effective Image Resonates With the Culture(s) of Users, / Audrey G. Bennett -- 3.3.5.A Communicatively Effective Image Sustains Humanity or the Environment, / Audrey G. Bennett -- 3.4.Implementing Objective Metrics in Technical and Professional Communication Classes, / Audrey G. Bennett -- 3.4.1.Conventional Approaches to Evaluating Image Design, / Audrey G. Bennett -- 3.4.2.A Revised Approach to Image Evaluation, / Audrey G. Bennett -- 3.4.3.Connecting Assessment Metrics to Teaching Practices, / Audrey G. Bennett -- 3.5.Conclusion, / Audrey G. Bennett -- References, / Audrey G. Bennett -- 4.Linux on the Education Desktop: Bringing the "Glocal" into the Technical Communication Classroom / Audrey G. Bennett -- 4.1.Introduction, / Brian D. Ballentine -- 4.2.Linux[—]Dominance and Absence in Different Markets, / Brian D. Ballentine -- 4.2.1.Linux and Server Markets, / Brian D. Ballentine -- 4.2.2.Linux and Handheld Devices, / Brian D. Ballentine -- 4.2.3.Linux and Licensing, / Brian D. Ballentine -- 4.2.4.Linux and Open Source Community Practices, / Brian D. Ballentine -- 4.3.Linux on the Desktop, / Brian D. Ballentine -- 4.3.1.The Global Market, / Brian D. Ballentine -- 4.3.2.Open Source in Educational Contexts, / Brian D. Ballentine -- 4.3.3.Competition for the Education Market, / Brian D. Ballentine -- 4.4.Aggressive Evangelism, / Brian D. Ballentine -- 4.4.1.Approaches to Evangelism, / Brian D. Ballentine -- 4.4.2.Considering Contexts, / Brian D. Ballentine -- 4.5.Extremadura, / Brian D. Ballentine -- 4.5.1.The Regional Decision, / Brian D. Ballentine -- 4.5.2.Examining the Context, / Brian D. Ballentine -- 4.6.The Glocal, / Brian D. Ballentine -- 4.7.Situating Professional Communication Students in the Glocal, / Brian D. Ballentine -- 4.8.Using Linux on the Desktop, / Brian D. Ballentine -- 4.9.Conclusion, / Brian D. Ballentine -- References, / Brian D. Ballentine -- 5.Teaching the Ethics of Intercultural Communication / Brian D. Ballentine -- 5.1.Introduction: Globalization Introduces an Intercultural Dimension to Business Ethics, / Bethany Aguad / Dan Voss -- 5.1.1.Value Analysis Superimposes Cultural "Filters" on Classical Ethical and Contemporary Value Models, / Bethany Aguad / Dan Voss -- 5.1.2.Teaching the Ethics of Intercultural Communication Applies to Technical Students and Professionals, / Bethany Aguad / Dan Voss -- 5.2.Literature Review Represents the Intersection of Ethics, Intercultural Communication, and Science/Engineering, / Bethany Aguad / Dan Voss -- 5.2.1.Defining Ethics Becomes More Complex in an Intercultural Context, / Bethany Aguad / Dan Voss -- 5.2.2.Teaching Ethics Demands a Systematic, Analytical Approach to a Subjective Topic, / Bethany Aguad / Dan Voss -- 5.2.3.Teaching Ethics within the Science/Engineering Community Raises Sensitivity to the Complexity of the Subject, / Bethany Aguad / Dan Voss -- 5.2.4.Teaching Ethics for the International Technical Community Requires Awareness of Variations Across Cultures, / Bethany Aguad / Dan Voss -- 5.2.5.Working on International Teams Hones Engineering Students' Intercultural Communication Skills, / Bethany Aguad / Dan Voss -- 5.3.Four Classical Ethical Models Form the Foundation for Studying the Ethics of Intercultural Communication, / Bethany Aguad / Dan Voss -- 5.3.1.Aristotle, Confucius, Kant, and Mill Offer Four Fundamental Ethical Constructs, / Bethany Aguad / Dan Voss -- 5.3.2.The Path Between Universalism and Relativism Leads into a Thorny Ethical Thicket, / Bethany Aguad / Dan Voss -- 5.3.3.Contextual Relativism Strikes a Balance Between the Extremes of Blind Absolutism and Situational Ethics, / Dan Voss / Bethany Aguad -- 5.3.4.Value Analysis Provides a Systematic Approach to Identifying and Resolving Ethical Conflicts, / Dan Voss / Bethany Aguad -- 5.4.Two Value Models Help Rank Values to Resolve Conflicts in Favor of the Greatest Good or the Least Harm, / Dan Voss / Bethany Aguad -- 5.4.1.In the Concentric-Ring Model, Core Values Are Paramount, / Bethany Aguad / Dan Voss -- 5.4.2.The Hierarchical Model Highlights Intense Conflicts Between Legal, Societal, and Authority-Based Values, / Dan Voss / Bethany Aguad -- 5.5.Value Models within Technology-Based Companies and Professional Associations Offer Broad Ethical Perspectives, / Bethany Aguad / Dan Voss -- 5.6.Before Analyzing Ethical Conflicts in an Intercultural Context, Its Important to Understand the Cultural Differences Involved, / Dan Voss / Bethany Aguad -- 5.6.1.Conflicts Between Authority-Based Values (Corporate, Political, National, and Religious) Can Be Explosive, / Bethany Aguad / Dan Voss -- 5.6.2.Examining Models of Ethics in Cross-Cultural Contexts Often Pivots on the Precarious Balance of Relativism and Universalism, / Dan Voss / Bethany Aguad -- 5.7.Analyzing Case Histories via a Multi-Tiered Process of Ethical Models and Cultural Filters that Clarifies Ethical Conflicts, Defines Alternative Actions, and Predicts Outcomes, / Bethany Aguad / Dan Voss -- 5.7.1.The Process Flow for Value Analysis is a Complex but Systematic Chart: Perfect for Engineers, / Dan Voss / Bethany Aguad -- 5.7.2.It's Tempting to Quantify the Ethics of Intercultural Communication into an Equation. All Suggestions Welcome!, / Bethany Aguad / Dan Voss -- 5.8.Suggestions for Integrating the Specialized Topic of this Chapter into Academic Courses and Industry Training Classes, / Dan Voss / Bethany Aguad -- 5.8.1.Situation 1: SME Professor in Intercultural Communication Teaching Engineering or Science Students, / Bethany Aguad / Dan Voss -- 5.8.2.Situation 2: SME Professor in Engineering or Science Teaching a Technical Content Course, / Dan Voss / Bethany Aguad -- 5.8.3.Situation 3: Industry In-Service Education Class or Training Workshop in Intercultural Communication, / Bethany Aguad / Dan Voss -- 5.9.Conclusion: The Authors Invite Further Research and Contributions, / Dan Voss / Bethany Aguad -- References, / Dan Voss / Bethany Aguad -- 6.Autonomous Learning and New Possibilities for Intercultural Communication in Online Higher Education in Mexico / Dan Voss / Bethany Aguad -- 6.1.Introduction, / César Correa Arias -- 6.2.The Nature and Characteristics of Autonomous Learning, / César Correa Arias --, Contents note continued: 6.2.1.Historical Development of Autonomous Learning, / César Correa Arias -- 6.2.2.The Inclusion of a Paradigm of Constructivism in Pedagogical Methods, / César Correa Arias -- 6.2.3.Autonomous Learning and New Approaches in Education, / César Correa Arias -- 6.2.4.Curricular Experiences as a Result of a Constructivist Approach, / César Correa Arias -- 6.3.Understanding and Applying Autonomous Learning, / César Correa Arias -- 6.3.1.Using Problem-Based Learning within Autonomous Learning, / César Correa Arias -- 6.3.2.Connections to Curricular Experiences, / César Correa Arias -- 6.3.3.Curricular Experiences and Educational Stories, / César Correa Arias -- 6.4.The Role of ICTs in Autonomous Learning, / César Correa Arias -- 6.5.The Culture of Autonomous Learning Inside Institutions of Higher Education, / César Correa Arias -- 6.5.1.The Culture of Using ICTs to Build and Develop Curricular Experiences, / César Correa Arias -- 6.5.2.Process of Evaluation within Educational Trajectories, / César Correa Arias -- 6.5.3.Autonomous Learning, ICTs, and Knowledge Construction, / César Correa Arias -- 6.5.4.Rethinking Evaluative Contexts and Approaches, / César Correa Arias -- 6.6.Conclusion, / César Correa Arias -- References, / César Correa Arias -- 7.E-Learning and Technical Communication for International Audiences / César Correa Arias -- 7.1.Teaching Technical Communication and E-Learning: An Introduction, / Darina M. Slattery / Yvonne Cleary -- 7.2.An Overview of Learning Pedagogies, / Darina M. Slattery / Yvonne Cleary -- 7.2.1.The Behaviorist Approach, / Darina M. Slattery / Yvonne Cleary -- 7.2.2.The Cognitivist Approach, / Darina M. Slattery / Yvonne Cleary -- 7.2.3.The Constructivist Approach, / Darina M. Slattery / Yvonne Cleary -- 7.3.Intercultural Communication Pedagogies, / Darina M. Slattery / Yvonne Cleary -- 7.3.1.Collaboration, / Darina M. Slattery / Yvonne Cleary -- 7.3.2.Information Design, / Darina M. Slattery / Yvonne Cleary -- 7.3.3.Rhetorical Awareness, / Darina M. Slattery / Yvonne Cleary -- 7.4.The Irish Context for Technical Communication and E-Learning, / Darina M. Slattery / Yvonne Cleary -- 7.4.1.Economic Context, / Darina M. Slattery / Yvonne Cleary -- 7.4.2.Technical Communication, E-Learning and Localization within the Irish IT Industry, / Darina M. Slattery / Yvonne Cleary -- 7.5.The Configuration of our Program, / Darina M. Slattery / Yvonne Cleary -- 7.5.1.The Structure of our MA Program, / Darina M. Slattery / Yvonne Cleary -- 7.5.2.The Courses in our MA Program, / Darina M. Slattery / Yvonne Cleary -- 7.6.The Assignments in the MA Program, / Darina M. Slattery / Yvonne Cleary -- 7.6.1.Virtual Team Assignments, / Darina M. Slattery / Yvonne Cleary -- 7.6.2.Design and Development Assignments, / Darina M. Slattery / Yvonne Cleary -- 7.6.3.Writing Assignments, / Darina M. Slattery / Yvonne Cleary -- 7.7.Connecting Student Work to Different Contexts, / Darina M. Slattery / Yvonne Cleary -- 7.7.1.Rewriting a Poorly Written Text, / Darina M. Slattery / Yvonne Cleary -- 7.7.2.Critiquing and Redesigning an Instruction Manual, / Darina M. Slattery / Yvonne Cleary -- 7.7.3.Writing a Reflective Learning Blog, / Darina M. Slattery / Yvonne Cleary -- 7.8.Conclusion, / Darina M. Slattery / Yvonne Cleary -- References, / Darina M. Slattery / Yvonne Cleary -- 8.Teaching and Training with a Flexible Module for Global Virtual Teams / Darina M. Slattery / Yvonne Cleary -- 8.1.Introduction, / Pam Estes Brewer -- 8.2.The Origins of the Approach Presented in This Chapter, / Pam Estes Brewer -- 8.3.International Virtual Communication and Experiential Learning, / Pam Estes Brewer -- 8.3.1.Experiential Education Theory, / Pam Estes Brewer -- 8.3.2.Experiential Learning as it Complements Virtual Team Learning, / Pam Estes Brewer -- 8.4.Teaching the Topic, / Pam Estes Brewer -- 8.4.1.The Module-Based Approach, / Pam Estes Brewer -- 8.4.2.Case 1. Class, Introduction to Professional Writing. Spring 2010. Face-to-Face Class Format. One Virtual Team Project[—]A Report. Partnered with Applied Foreign Languages Students at Ching Yun University (CYU), Taiwan, / Pam Estes Brewer -- 8.4.3.Case 2. Class, Business Writing. Fall 2010. Face-to-Face Class Format. One Virtual Team Project[—]A Report. Partnered with a Business Administration Class at CYU, Taiwan, / Pam Estes Brewer -- 8.4.4.Case 3. Class, Business Writing. Spring 2011. Hybrid Class Format. Two Virtual Team Projects[—]A Proposal and an Analytical Report. Partnered with a Tourism Class at Yerevan State Linguistic University (YSLU), Armenia, and a Management Class at CYU, Taiwan, / Pam Estes Brewer -- 8.4.5.Case 4. Class, Business Writing. Fall 2011. Online Class Format. One Virtual Team Project[—]Analytical Report. Partnered with an Economics Class at CYU, Taiwan, / Pam Estes Brewer -- 8.5.Observations/Reflections/Theory Development for All Classes, / Pam Estes Brewer -- 8.6.Global Virtual Team Teaching Module, / Pam Estes Brewer -- 8.6.1.Instructor Development, / Pam Estes Brewer -- 8.6.2.Foundations for Implementation, / Pam Estes Brewer -- 8.6.3.Making Contacts and Sharing Experiences, / Pam Estes Brewer -- 8.6.4.Experiences Applying Ideas and Approaches, / Pam Estes Brewer -- 8.7.Conclusion, / Pam Estes Brewer -- References, / Pam Estes Brewer -- 9.Strategies for Developing International Professional Communication Products / Pam Estes Brewer -- 9.1.Introduction to International Technical Communication, / Helen M. Grady -- 9.2.Review of the Literature, / Helen M. Grady -- 9.2.1.Course Texts, / Helen M. Grady -- 9.2.2.Growing Interest in the Field, / Helen M. Grady -- 9.2.3.Fundamental Processes and Practices, / Helen M. Grady -- 9.2.4.Connections to Professional Communication Practices, / Helen M. Grady -- 9.3.The International Technical Communication Course, / Helen M. Grady -- 9.3.1.Course Focus, Goals, and Objectives, / Helen M. Grady -- 9.3.2.Course Content, / Helen M. Grady -- 9.3.3.Cultural Briefing Assignment, / Helen M. Grady -- 9.3.4.Feasibility Report Assignment, / Helen M. Grady -- 9.4.Conclusion, / Helen M. Grady -- References, / Helen M. Grady -- 10.Teaching Cultural Heuristics Through Narratives: A Transdisciplinary Approach / Helen M. Grady -- 10.1.A Transdisciplinary Approach for Global Engineers, / Han Yu -- 10.2.Overview of Cultural Heuristics, / Han Yu -- 10.2.1.Edward T. Hall's Concepts of Time, Space, and Context, / Han Yu -- 10.2.2.Geert Hofstede's Five-Dimension Heuristic, / Han Yu -- 10.2.3.Fons Trompenaars and Charles Hampden-Turner's Seven-Dimension Heuristic, / Han Yu -- 10.3.Critiques and Counter-Critiques of Cultural Heuristics: How to Move Forward from Misguided Debates, / Han Yu -- 10.3.1.Misattributed and Unsystematic Critiques, / Han Yu -- 10.3.2.Differences in Research Paradigms, / Han Yu -- 10.3.3.Forward from the Critiques: A Transdisciplinary Approach to Integrate the Interpretive and the Functionalist Approaches, / Han Yu -- 10.4.Overview of Cultural Narratives, / Han Yu -- 10.4.1.Case Studies, / Han Yu -- 10.4.2.Cross-Cultural Dialogs, / Han Yu -- 10.4.3.Critical Incidents, / Han Yu -- 10.4.4.Open Stories, / Han Yu -- 10.5.Implement the Transdisciplinary Approach: Teach Cultural Heuristics Through Narratives, / Han Yu -- 10.5.1.An Extended Example of a Case Study for Teaching Heuristics, / Han Yu -- 10.6.Potential Limitations: How to Select Quality Cultural Narratives, / Han Yu -- 10.7.Conclusion, / Han Yu -- References, / Han Yu -- 11.Assessing Intercultural Outcomes in Engineering Programs / Han Yu -- 11.1.Introduction, / Duane L. Deardorff / Darla K. Deardorff -- 11.2.An Introduction to the Literature of Outcome Assessments, / Duane L. Deardorff / Darla K. Deardorff -- 11.2.1.Thinking About Intercultural Assessment, / Duane L. Deardorff / Darla K. Deardorff -- 11.2.2.Connections to Assessment, / Duane L. Deardorff / Darla K. Deardorff -- 11.3.Exploring Some Limitations to Intercultural Assessment Research, / Duane L. Deardorff / Darla K. Deardorff -- 11.3.1.Variation, / Duane L. Deardorff / Darla K. Deardorff -- 11.3.2.Self-Orientation, / Duane L. Deardorff / Darla K. Deardorff -- 11.3.3.Causality, / Duane L. Deardorff / Darla K. Deardorff -- 11.3.4.Skills, / Duane L. Deardorff / Darla K. Deardorff -- 11.3.5.Focus, / Duane L. Deardorff / Darla K. Deardorff -- 11.3.6.Bias, / Duane L. Deardorff / Darla K. Deardorff -- 11.3.7.Quality, / Duane L. Deardorff / Darla K. Deardorff -- 11.3.8.Gaps, / Duane L. Deardorff / Darla K. Deardorff -- 11.4.Strategies for Quality Assessment of Intercultural Learning Outcomes, / Duane L. Deardorff / Darla K. Deardorff -- 11.4.1.Establishing Definitions, / Duane L. Deardorff / Darla K. Deardorff -- 11.4.2.Stating Goals and Measurable Outcomes, / Duane L. Deardorff / Darla K. Deardorff -- 11.4.3.Writing Outcomes, / Duane L. Deardorff / Darla K. Deardorff -- 11.5.Developing an Assessment Plan, / Duane L. Deardorff / Darla K. Deardorff -- 11.5.1.Defining Direct and Indirect Measures, / Duane L. Deardorff / Darla K. Deardorff -- 11.5.2.Making Sense of Intercultural Assessment, / Duane L. Deardorff / Darla K. Deardorff -- 11.5.3.Defining Intercultural Competence, / Duane L. Deardorff / Darla K. Deardorff -- 11.5.4.Key Considerations, / Duane L. Deardorff / Darla K. Deardorff -- 11.5.5.Frameworks and Models of Assessment, / Duane L. Deardorff / Darla K. Deardorff -- 11.6.Quality Assessment, / Duane L. Deardorff / Darla K. Deardorff -- 11.6.1.Defining Intercultural/Global Competence, / Duane L. Deardorff / Darla K. Deardorff -- 11.6.2.Developing a Comprehensive Assessment Plan, / Duane L. Deardorff / Darla K. Deardorff -- 11.6.3.Involving a Team in Assessment Efforts, / Darla K. Deardorff / Duane L. Deardorff -- 11.6.4.Ensuring Intercultural Learning is Intentionally Addressed and Supported, / Darla K. Deardorff / Duane L. Deardorff --, and Contents note continued: 11.7.Developing Intercultural Competence in Students, / Darla K. Deardorff / Duane L. Deardorff -- 11.7.1.Considering the Curriculum, / Darla K. Deardorff / Duane L. Deardorff -- 11.7.2.Considering Aspects of Non-formal Learning, / Darla K. Deardorff / Duane L. Deardorff -- 11.7.3.Using Collected Assessment Data, / Darla K. Deardorff / Duane L. Deardorff -- 11.7.4.Evaluating the Assessment Plan and Process, / Darla K. Deardorff / Duane L. Deardorff -- 11.8.An Example of Intercultural Assessment, / Darla K. Deardorff / Duane L. Deardorff -- 11.8.1.Georgia Institute of Technology (Georgia Tech), / Darla K. Deardorff / Duane L. Deardorff -- 11.8.2.Purdue University, / Darla K. Deardorff / Duane L. Deardorff -- 11.9.Assessing Intercultural Outcomes in Engineering Programs, / Darla K. Deardorff / Duane L. Deardorff -- 11.10.Conclusion, / Darla K. Deardorff / Duane L. Deardorff -- References, / Darla K. Deardorff / Duane L. Deardorff.
Subject(s):
ISBN:
9781118328026 (paperback)
1118328027 (paperback)
Bibliography Note:
Includes bibliographical references and index.
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