Cool custom Honda CX500 built by Josh Deardorff. Check out the pictures, specs and story behind this custom motorcycle!

Comparing the 4x5” and 5x7” backs on my Deardorff special camera.

2002 Leaf #198 Jeff Deardorff gallery, comments, trivia, and collection tracking

Finally, after a long, long, very long wait, I have my beloved Deardorff. It's really hard to express in words how beautiful this work of art really is unless you see it and touch it in person. She is dusty, dirty and in need of a minor clean up, which of course I will do. My idea of a clean up of course is to take her completely apart, clean, adjust and slightly refinish where needed. She is capable of being used right now the way she is, but I prefer to give her a tune up. I will be back with the final results.

DOPASO SQUARE DANCE CLUB ON NOVEMBER 3, 2012

Awesome idea for a backyard

A baton is a short stick or anything resembling one. In the hands of a conductor however, it transforms into an instrument of meaning, its movement becoming a form of sign language that conveys musical ideas. Through this language, a conductor, and a conductor’s baton, have an important influence on the way an orchestra sounds.

A guest post by Melanie Deardorff about getting the most out of Twitter. If you’re on Twitter and feel out of balance with it, these advice may help

Mel Adelglass is a large format view camera photographer from New York City. His work "Views Along the Road" is a selection of 40 years of photographing with a 4"x5" Deardorff view camera. He was published in magazines, his fine art prints are part of many collections and he likes to share his knowledge on photography with students in workshops.

This quasi-experimental study investigates the effects of an intensive intercultural service-learning program on the intercultural competence of undergraduate students by utilizing pre- and post-course assessments of intercultural competence as measured by the cultural intelligence (Van Dyne, Koh, & Ang, 2008) and intercultural sensitivity (Chen & Starosta, 2000) scales. The intercultural sei-vice-learning course utilized The $100 Solution(tm) model with immigrant and refugee families. It was implemented in treatment sections (n = 52) of a general education course on cultural diversity in the U.S. Comparison sections (n = 118) of the same course implemented the same curriculum without the service-learning experience. Statistical analysis confirmed that service-learning had a significant positive effect on students ' intercultural competence, particularly their intercultural strategy and action, although not on their intercultural knowledge, motivation, or sensitivity. The investment of time and effort required to implement high-quality, intensive, intercultural service-learning programs enhances some aspects of students ' intercultural competence. ********** Because there are already numerous qualitative studies about the experiences of undergraduate students in intercultural service-learning, this study focuses on quantitative measures of intercultural competence. Despite the fields' call to conduct "systematic scientific research with meaningful indicators of educational outcomes" (Hatcher & Bringle, 2000, pp. 68-69), to date little research points toward some clear and significant correlation between intensive intercultural service-learning and intercultural competence. Furthermore, there is a clear need for experimental and quasi-experimental research in the field of student outcome assessment in service-learning with comparison and control groups in order to determine if outcomes are attributable to the service-learning experience (Billig & Waterman, 2003, p. 19). This study utilizes multiple-item, psychometrically-sound measures with documented properties to measure constructs meaningful to intercultural competence --a primary goal for the course and service-learning program under study. Many professional fields today acknowledge the importance of intercultural competence in conducting work ethically and efficiently, especially when serving racial minorities and diverse populations. Many argue that in our interconnected world, "if our young people do not learn about other societies, they may well be unable to cope with the complexities of their own" (Tonkin, 2004, p. 19). This assertion holds true for learning about and being able to work across cultural groups with whom students are unfamiliar. Present higher education institutions strive, in one way or another, to produce not only capable professionals but also responsible global citizens skilled at facing the challenges of pluralistic societies, diverse workplaces, and a globalized world (Deardorff, 2009a; King & Howard-Hamilton, 2003). Thus, achieving intercultural competence and civic outcomes are common educational objectives in higher education (Ward 1996). Unfortunately, the vast majority of higher education students are not achieving global preparedness standards (Deardorff, 2009b). Service-learning can help address the need of bringing people together across differences to address local and global issues (Keith, 2005). Service-learning is well suited to the development of intercultural knowledge, skills, and attitudes by providing experiential and reflection opportunities "with and about diverse persons that are not easily replicable in the classroom settings alone" (Deardorff, 2012, p. 158). As such, service-learning experiences are one of the many pedagogical tools faculty tap to ensure students meet intercultural competence goals such as global sensitivity and understanding (Bringle, Hatcher, & Jones, 2011). …