Foundation/methodology requirement (4 courses)
Students should take these two courses in the first year:
- 26:620:557 Social Science Research Methods
- 26:960:577 Statistical Linear Models
In addition, they should take at least two other doctoral level methodology or statistics courses. Students may consider the following:
- 26:620:660 Qualitative Research Methods
- 26:830:545 Research Design
- 26:620:685 Survey Research
- 26:223:544 Econometrics - Cross Sectional
- 26:198:622 Machine Learning
- 26:198:644 Data Mining
Excellent statistics and methodology courses are also available to our students in Statistics, Psychology, Sociology, Economics, SMLR, and SCILS at Rutgers-New Brunswick, in Psychology at Rutgers-Newark, and in Mathematical Sciences and Computer Science at NJIT.
Major (5 courses)
Students should take at least five of the following seven courses:
- 26:553:501 Cross-border Mgmt: Institutions, Firms, and Industry Value Chains
- 26:553:601 Theory of International Business
- 26:553:602 History of International Business
- 26:553:604 Corporate Innovation and International Business
- 26:553:605 National Innovation Policies and International Business
- 26:553:607 Global Political Economy
- 26:620:677 Culture and Organizations
Minor (3 courses)
Of the three minor courses, at least two must be chosen from the following list of required courses on the major in Organization Management:
- 26:620:555 Seminar in Organizational Behavior
- 26:620:556 Seminar in Organization Theory
- 26:620:558 Seminar in Strategic Management
First early research requirement (equivalent to one course): Students should prepare for the early research requirement by taking Statistical Linear Models and Research Methods in the first year. Then they write a paper (usually a literature review) with a faculty member, to be presented to the department during the fall semester.
Second early research requirement (equivalent to one course): Write a paper (ideally a dissertation proposal) with a faculty member.
Qualifying examination: The qualifying examination, in conformity with University regulations, will be taken at the end of the second year of coursework. It will consist of 4 sets of in-class questions, administered over a two day period. The student will be examined on the material covered in the five major courses studied during the two years of course work.
Other rules and requirements: For details of rules and requirements that apply to all doctoral students in RBS, see Policies and Procedures.
Course Descriptions
- 26:553:685 Special Topics Research in International Business
- 26:553:686 First Early Research Seminar in International Business
- 26:553:687 Second Early Research Seminar in International Business
- 26:553:688 Independent Study in International Business
- 26:553:799 Dissertation Research in International Business
Please note: Links to exact syllabi are provided where possible. In some cases, the link goes to the web site for the individual faculty member, where the syllabus is maintained. In other cases, the link allows you to get the syllabus. Other syllabi are available in the Program Office.
These syllabi are provided as information to potential applicants. They should also help current students make their individual study plans. But they are subject to change. Students should not buy books or make other plans related to a course until they have confirmed with the instructor that they have an up-to-date syllabus for the semester in which they are taking the course.
Ph.D. Executive Committee, January 2019
We welcome students from around the world to study in over 140 degree programs. More than 5,000 international students, from over 100 countries, attend UT Dallas.
The University of Texas at Dallas is a Carnegie R1 classification (Doctoral Universities – Very high research activity) university nestled just a few miles north of downtown Dallas and minutes away from global corporate headquarters and a renowned arts district. UT Dallas was established by the founders of Texas Instruments and is driven by their legacy of entrepreneurial spirit and commitment to academic excellence.
A high-energy, nimble, innovative university, UT Dallas offers top-ranked science, engineering and business programs and has gained prominence for a breadth of educational paths from audiology to arts and technology. Our faculty includes six members of the National Academies and more than 550 tenured and tenure-track professors.
Resources for International Students
INTERNATIONAL ADMISSIONS
The UT Dallas Admission and Enrollment office helps prospective international students identify the available academic programs and follow the undergraduate and graduate application process of the University.
UTD INTERNATIONAL STUDENT SERVICES
The UT Dallas International Center and Intercultural Programs‘ staff work together with campus partners to provide immigration and transitional services to help international students succeed in the United States. Programs include cultural festivals, English support, local trips, spouse and family events and American culture exposure.
Events & Programs
INTERNATIONAL STUDENT ORIENTATION
International Student Orientation provides valuable information to ease your transition to UT Dallas.
INTERNATIONAL WEEK
International Week (iWeek) is an annual University tradition that celebrates global diversity.
IFRIEND PROGRAM
iFriend is a cultural exchange program where you can get involved and make new friends!
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As a parent of a college student, it can be painful to hear that your student isn’t feeling well, is struggling, or isn't happy. Even if the problem is as simple as a cold, it will be hard to not be right there for your son or daughter. It will be difficult for your student to not have you there as well, but there are resources at RIT to help your student through the small and large health issues.
If your student is sick and needs to visit the Student Health Center, allow them to make the appointment. This way, your student can work the appointment around class schedules and learn to advocate for his or her own health needs.
While college is a time for opportunity and growth, the pressures of college life can lead to stress and anxiety for some students. As a parent, you know how your student responds in stressful situations, and may recognize when your student needs help. If you have mental health concerns about your student, remind them that they can talk to someone at Counseling and Psychological Services (CPS). If you are unsure how to approach this course with your student, you can call CPS for advice.
RIT is focused not just on providing health care for students, but also on creating an environment where students can think about their wellness on a broader level. Student Wellness Services assists students in learning how to take care of themselves and develop healthy lifestyles across all areas of life.
1. Official Transcripts
International students must submit original or certified copies of all secondary and post-secondary transcripts or records of grades to-date and showing proof of graduation. These must be prepared and authorized by the student's home institution and be accompanied by a certified English translation. Learn more about international student requirements.
International student records must be evaluated by either the World Evaluation Services organization (WES) or Education Evaluators International (EEI).
2. Essay or Personal Statement
You must submit an essay with either the Alfred University Application or Common Application.
3. Letter(s) of Recommendation
At least one letter of recommendation from a school counselor or academic instructor is required. These can be uploaded to the Common Application or sent directly to our office.
Additional recommendations from work supervisors, pastors, etc. can be very helpful.
4. Test Scores
International students are required to submit official English proficiency scores. We currently accept the following examinations:- TOEFL-80
- IELTS-6.0
- Duolingo-100
- OAK-Grade Pre-1
- CEFR of B2
On a case-by-case basis we also consider completion of an ELS program at authorized partner ELS schools. Consult our counselors for details.
5. Certified Bank Statement
A bank statement must be provided at the time the application is submitted. An application cannot be reviewed without proof of funds. Although Alfred University provides a generous scholarship package to our accepted students we cannot always provide full funding, therefore, you will need to show that you have enough funds to cover your housing, meals, student fees, and some of your tuition. For an exact amount of what is needed please see our financial certification form. If a student has an external scholarship they must provide a letter of guarantee from the sponsor showing total yearly amount and scholarship duration (aka how many years the student will be receiving the scholarship). All terms for the scholarship must also be included as it relates to academic, immigration, or employment requirements.
6. Financial Certification Form (signed)
This form shows that a student or their financial sponsor is willing and able to cover all required educational costs and travel costs for the student to arrive to campus safely and successfully complete their degree. Please use this link to access the form or access from your application portal.
7. Copy of Your Passport's Photo Page
You must have a valid passport that shows it will be valid through the first year of a student's program. For example, if you matriculate in August 2022, the passport you provide must not expire until at least August 2023. If a student needs to defer for any reason they must provide an updated copy of passport if their passport expires prior to one-year from their new matriculation date.
8. Art Portfolio (School of Art and Design Applicants)
Applicants to the School of Art and Design are required to submit a portfolio.
LEARN MORE ABOUT THE UNDERGRADUATE ART PORTFOLIO
Guidance During the Application Process
Have questions or need any assistance during the application process? We're here for you. Talk with one of our admission counselors today!
Abstract
Training in the medical specialty of sport and exercise medicine is now available in many, but not all countries. Lack of resources may be a barrier to the development of this important specialty field and the International Syllabus in Sport and Exercise Medicine Group was convened to reduce one potential barrier, the need to develop a syllabus. The group is composed of 17 sport and exercise medicine certified residing in 12 countries (Australia, Canada, India, Ireland, Malaysia, the Netherlands, Qatar, South Africa, Sweden, Switzerland, the UK and USA). This paper presents the first phase of this project covering the domains and general learning areas of a specialist training syllabus in sport and exercise medicine.
- Education
- Sports And Exercise Medicine
Introduction
Sport and exercise medicine (SEM) has become a recognised field of medical specialisation in countries on six continents. The specialty of SEM includes the:
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promotion and implementation of regular physical activity in the prevention, treatment and rehabilitation of chronic diseases of lifestyle (termed ‘noncommunicable diseases’ by the WHO).
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prevention, diagnosis, treatment and rehabilitation of injuries that occur during physical activity.
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the prevention, diagnosis and management of medical conditions that occur during or after physical activity.1
In many countries SEM specialist training is not available. Physical inactivity poses significant health related risks throughout the world. Given the skill set that SEM physicians can bring in a variety of areas, including to any overarching governmental process to encourage and maintain physical activity, training of SEM physicians in these countries is highly desirable.
The development of a medical specialist training programme is a significant undertaking and requires considerable resources, both intellectual and physical. In 2016 a group of medical practitioners with experience in the development of training and assessment programmes in SEM were invited to join a Delphi group. The group was tasked with creating a ‘basic syllabus in the specialty of SEM’ with the intention that the syllabus be made available for use by any country wishing to develop a specialist training programme in SEM. It is hoped that by reducing the resource barrier more people, organisations and governments will have access to the expertise of specialist SEM physicians. The syllabus presented here is not intended for countries where specialty training is currently in place; excellent programmes already exist in these countries.
Background
This project arose out of a series of discussions which occurred at SEM conferences in Australia, New Zealand and Europe in 2014 and 2015. The SEM specialist physicians involved in these discussions recognised that SEM is now practised at the specialist level in a substantial number of countries internationally, but that each country undertaking SEM specialist training had essentially ‘re-invented the wheel’. It was recognised that this was an inefficient use of scarce resources, and that the effort required to create a specialist training programme may form a barrier to the specialty being developed in more countries. The project is an attempt to provide an advanced starting point for those countries who do not have a SEM specialist training programme.
Internationally the existing postgraduate training path to specialty status for doctors in the field varies considerably. It ranges from undertaking an additional year or more of training postprimary specialty (eg, USA) through to stand-alone 4-year primary specialty training programmes (eg, Australia). Specialist SEM training is a lengthy process; in many countries training would not be complete before postgraduate year 7.
The group is offering a syllabus rather than a curriculum as it was felt that the specialty will best evolve in individual countries on the back of pre-existing educational and medical infrastructure. The syllabus presented here is flexible enough to be used in a variety of specialist training scenarios. With an understanding of local resources, a national medical organisation could take this basic syllabus, and determine how they will train and assess in the specialty of SEM.
The authors recognise there are many upskilling short courses designed to Strengthen a doctor’s knowledge of various branches of SEM, however these do not produce SEM specialists.
No funding or organisational support has been sought for this project. The group has no affiliated organisations, although the individual group members have affiliations to various national SEM organisations.
Methods
The Delphi group, which has come to be known as the International Syllabus in Sport and Exercise Medicine Group (ISSEMG) was formed by inviting approximately 20 SEM certified from 12 countries where specialist SEM training is already established. The invitees were told of the nature of the project and asked to inform their national SEM organisation of the invitation, with the understanding that the national SEM organisations were not being asked to ratify the project, but could offer an alternate participant if the primary invitee could not participate for some reason, or if someone in the organisation had a greater interest in the project. Ultimately the group came to be composed of 17 SEM certified residing in 12 countries (Australia, Canada, India, Ireland, Malaysia, the Netherlands, Qatar, South Africa, Sweden, Switzerland, the UK and USA).
The development process was a modified Delphi process, with questionnaires around course inclusion being sent out at a rate of approximately one every 3 weeks, the comments of the group collated and circulated, with iterative questionnaires developed as needed. A cut-off point of 80% agreement was the general standard for course inclusion. One member of the group (DH) created the questionnaires with multiple members offering initial lists of course inclusions. Surveys were distributed via a link embedded in an email with a reminder email circulated approximately 2 weeks later. Response rates to the surveys varied from 60% to 100%. Each questionnaire posed a series of questions around course areas, with members agreeing or disagreeing on a topic’s inclusion, with the option of commenting on the course area and a final option of suggesting other course areas for inclusion. The commentary and additional suggestions were then collated and circulated to the group with the option of further comment available. It was generally not possible for the collator to identify who had completed a survey or who had provided particular comments. Where appropriate, follow-up questions on the course areas were posed in the next questionnaire.
The agreed syllabus is hierarchical, the top level contains the ‘Domains’, that is to say the overarching areas of learning. In the second level, the domains have been divided into ‘General Learning Areas’ (GLA) and each GLA will be divided into ‘Specific Learning Areas’ (SLA).
This paper presents the domains and GLAs; the SLAs are still in development and will be presented in a later publication.
It has been assumed that the doctors undertaking specialist training in SEM have prior high-level training in anatomy and exercise physiology. If this is not the case then these areas need to be included in the learning domains.
Results
Domains
The following have been agreed as the key domains of SEM specialist training
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Physical activity and human health
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Medical issues related to exercise
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Injuries related to sport and exercise
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Nutrition
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Pharmacology
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Antidoping
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Sports team care and sports event medical management
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Physical activity in challenging environments
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Specific groups undertaking sport and exercise
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Intrinsic skills of an SEM physician
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Extrinsic skills of an SEM physician
General learning areas
For each domain, the following have been agreed as the GLAs:
Physical activity and human health GLAs
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The role of physical activity in the prevention and treatment of disease: population health perspectives
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Applied exercise physiology: types of exercise, effects of exercise and maximising adaptations to exercise
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Physical activity guidelines and recommendations
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Barriers to physical activity: environmental, social, physical and psychological
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Considerations before prescribing exercise
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Exercise prescription in healthy individuals
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Exercise prescription in individuals with disease
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Exercise prescription in special circumstances
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Communicating the physical activity message beyond the individual
Medical issues related to exercise GLAs
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Neurological issues related to physical activity
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Respiratory issues related to physical activity
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Cardiovascular issues related to physical activity
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Gastrointestinal issues related to physical activity
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Renal and urogenital issues related to physical activity
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Metabolic issues related to physical activity
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Ear, nose and throat issues related to physical activity
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Immunological and haematological issues related to physical activity
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Dermatological issues related to physical activity
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Psychological and mental health issues related to physical activity
Injuries related to sport and exercise GLAs
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Principles of tissue injury and repair in the musculoskeletal system
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Principles of injury prevention
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General pathology of the musculoskeletal system
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Head and neck injuries
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Upper limb injuries
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Trunk, abdominal and thoracic spine injuries
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Lumbar spine and pelvic injuries
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Lower limb injuries
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Interpretation of radiological and other investigations
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Principles of injury rehabilitation
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Return to sport decision making
Nutrition GLAs
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Sports nutrition for health and performance
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Hydration
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Carbohydrates
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Fats
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Protein
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Micronutrients and vitamins
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Energy requirements and relative energy deficiency
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Nutritional supplements
Pharmacology GLAs
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Medication abuse in elite athletes
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The influence of medications used in the treatment of disease on exercise capacity
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Medication and exercise interactions which may cause or worsen disease
Antidoping GLAs
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The World Anti-Doping Authority (WADA) list
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The WADA therapeutic use exemption process
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Other prohibited medications in specific sports
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The consequences of doping: health risks, sanctions and responsibilities
Sports team care and sports event medical management GLAs
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Roles of the SEM physician in the team environment
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The Olympic movement medical code on the ethical treatment of athletes
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Medical screening of athletes and event participants
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Preseason/pre event medical organisation
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Equipment, medical supplies and facilities for team and event care
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Match/event day medical issues
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Emergency sports medicine: on-field assessment and management of sports injuries and medical conditions
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Postseason and postevent review of medical care
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Team travel
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Common general practice problems encountered when travelling with teams
Specific environments and sport GLAs
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SEM as it relates to physical activity at altitude
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SEM as it relates to physical activity in cold environments
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SEM as it relates to physical activity in hot environments
Specific groups in sport GLAs
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Sports medicine as it relates to paediatric athletes
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Sports medicine as it relates to female athletes
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Sports medicine as it relates to ageing athletes
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Sports medicine as it relates to athletes with a disability
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Sports medicine as it relates to extreme and adventure sport athletes
Intrinsic skills of an SEM physician GLAs
Intrinsic skills are core skills which all physicians should learn during basic training, but which also have particular applications within SEM practice.
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Communication
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Collaboration
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Leadership and management
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Health advocacy
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Research, teaching and learning
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Professionalism
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Ethics
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Cultural, religious and LGBTQ awareness and safety
Extrinsic skills of an SEM physician GLAs:
The ISSEMG have defined extrinsic skills primarily as the ‘doing’ skills, that is to say skills that require hands-on ability as opposed to the primarily cognition skills defined in the intrinsic skills.
Please note that in this domain the ISSEMG has chosen to define some skills as core, that is to say required of all certified in SEM, and some skills as advanced, that is to say skills which could reasonably be expected to be acquired postspecialty training, but which could be acquired during specialty training.
Core skills
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Perform a comprehensive examination of the musculoskeletal and neurological systems and interpret the findings at an advanced level.
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Perform a sport-specific medical and musculoskeletal screening examination.
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Perform advanced life support in non-hospital environments.
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Provide effective immediate medical care for on-field injuries and medical events.
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Perform concussion screening examinations, baseline and postinjury, and interpret the results.
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Interpret radiological and other investigations relating to SEM at an advanced level.
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Interpret ECG findings in an athlete with reference to current guidelines.
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Inject a variety of joints and soft tissues without radiological guidance.
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Prescribe advanced protective braces.
Advanced skills
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Tape joints, tendons and muscle for injury prevention and treatment.
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Interpret simple video analysis of a variety of sporting skills including running gait.
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Perform a targeted ultrasound examination of a peripheral musculoskeletal problem.
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Inject a variety of joints and soft tissues with radiological guidance.
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Perform and interpret the findings of a resting and exercise lung function test.
Conclusion
ISSEMG has developed a baseline syllabus SEM medical specialist training programme and offers the first two layers of the syllabus in this document. The members of ISSEMG hope that this project is of value to those national medical organisations seeking to create a specialist training programme in SEM. ISSEMG intends to provide the SLA component of the syllabus within the next 3 years.
Acknowledgments
The authors thank the ISSEMG team members for their contribution.
Human Rights Watch considers international justice—accountability through fair trials for genocide, war crimes, and crimes against humanity—to be an essential element of building respect for human rights. The International Justice Program champions meaningful justice for victims and survivors of serious international crimes and due process for the accused. We look to the International Criminal Court, other international tribunals, and national courts, whether in the countries where crimes have been committed or through the principle of universal jurisdiction to carry out fair and impartial trials. We advocate for effective justice mechanisms and advance innovative and practical pathways to overcome roadblocks to justice, working to build the political momentum and state cooperation to support accountability in the long term.
Every moving situation is unique. Where you’re headed, your timeline and what you need to bring with you are different from everybody else. A reliable international moving company knows that fact and can be flexible enough to handle your specific needs. Identify the best one for you after determining how they qualify compared to your needs based on the following criteria.
Understand Your Needs
The primary reason to hire an international moving company is to take some of the burdens off of you. Of course, getting your possessions from here to there is the task, but making the process as easy as possible for their clients is the real work.
Beyond knowing what your physical needs are, such as safely moving precious items, packing and unpacking and getting your stuff to its destination, understand what your well-being and stress level concerns are as well. Is the timeline critical? Is constant contact important to you? Are you panic about any unknowns? Do you need high-level moving insurance that your belongings are safe?
The more potential stressors you can identify, the easier your choice of moving company will be.
Reviews
In the current information age, there’s no lack of online opinions and stories about individual moving companies. However, every person who moves faces a situation that’s unique to them. Comparing star ratings on various platforms is only somewhat effective in determining which company can pull off your move while catering to your needs.
Beyond the ratings, read several reviews and stories, both good and bad, associated with the companies you’re considering. You’ll likely see patterns related to each company. Those patterns often reflect issues surrounding punctuality, customer service or complaint handling. Determine which companies are better at handling your particular set of needs and concerns by dissecting the comments under the company listing.
Get Quotes
Hiring a mover requires signing a contract between you and the company. Anytime you hire a contractor, obtain at least three quotes from different providers and know what kind of quote they’re offering. You may receive a binding quote that is unlikely to change and includes the total price you’ll pay for services or an estimated quote that reflects an educated guess price that is subject to increase depending on how the move plays out.
Pricing estimates typically show a lower price than binding quotes. Before committing to an estimate, ensure you understand what will trigger a price increase and how much the cost will go up under various circumstances.
Ask Questions
A reputable company that genuinely cares about your well-being won’t be afraid to answer even the most trivial questions. They should understand that your move is a tremendous undertaking and you have questions that may only be important to you. Their job is primarily one of customer service, after all.
If you sense that your questions are going unanswered, or feel uneasy about their responses, move on to your next candidate company.
