From IELP Student to Temple University Employee
By Kierra Bussey, student writer for International Affairs
Learning a new language in a new environment can prove to be very challenging. However, this is the exact challenge that Giovanni Del Vecchio sought when he decided he wanted to learn English through American immersion. Now, Giovanni works as a RN with Temple’s Student Health Services, but his journey with Temple began with the IELP program.
Originally from Solopaca, Italy, a small town outside of Naples, Giovanni came to the United States January 2005 with one goal in mind: to learn English. Giovanni decided to go through Temple’s IELP program because he has family living in Philadelphia, as well as family members who’ve attended Temple.
Giovanni recalls his time with IELP as a very nice experience, which ultimately set his foundation for his future endeavors.
“I remember my professor, Gail White,” Giovanni said. “She was fantastic. She gave insights about this society.”
“[Her insights] were so important, like it wasn’t just about learning English,” Giovanni added. “You learn a language if you understand the society, the culture and everything. I believe IELP did such a great job to give me insight about this society.”
In just a short time Giovanni was able to make progress and realized his potential when he was able to write his first paper.
“I was so excited because at that moment I realized that I was getting it,” Giovanni said.
After completion of the IELP program, Giovanni transferred to the Community College of Philadelphia to study nursing. He excelled and graduated in 2009 at the top of his class. While very humble about this his success, he attributes it to IELP and how it has influenced and shaped his overall experience with American culture.
Currently, Giovanni is actively pursuing his RN to B.S. degree at Penn State. In the future, he’d like to obtain his Master of Science in Nursing at Temple. He truly enjoys the environment that Temple offers, living just a few blocks away from Main Campus, with his wife, whom he met while in the IELP program.
Unpredictably, Giovanni’s experience with Temple came full circle within a matter of years. He enjoys his job at SHS saying the most rewarding part is interacting with students and taking care of their needs.
Giovanni would like all student language learners to know that with a clear goal anything can be accomplished. His best advice: study.
“Absorb everything that you can, for example, billboards, and in class. I mean everything,” Giovanni emphasized. “It’s the only way to learn and to learn fast.”
“I’m 36. I learned English very late,” he added. “If you are younger you have an incredible opportunity to learn a language.”
Giovanni’s ties with IELP are not over. He mentions that he would like to reconnect with IELP professor Gail White, who he is forever grateful for. Overall, what language learners can learn from Giovanni is that with enthusiasm and motivation your opportunities are limitless.
Outstanding Temple Historian Honored
April 19, 2012
Bloomington, IN–Thanks to a generous grant from the Fritz Thyssen Foundation, the OAH is pleased to announce the Residency Program in American History-Germany (Germany Residency Program) at the University of Tübingen. The resident scholar will offer a seminar on a U.S. history topic of his or her design. Selected to receive the inaugural 2012 residency is Bryant Simon, professor of History at Temple University.
On Saturday, April 21, OAH President Alice Kessler-Harris and OAH President-Elect Albert M. Camarillo will announce the residency at the awards ceremony during the 105th annual meeting of the organization, which takes place April 19-22 in Milwaukee, Wisconsin.
Founded in 1907, the OAH is the largest learned society and professional organization dedicated to the teaching and study of the American past. The OAH promotes excellence in the scholarship, teaching, and presentation of American history, and encourages wide discussion of historical questions and equitable treatment of all practitioners of history. Members in the United States and abroad include college and university professors; students; precollegiate teachers; archivists, museum curators, and other public historians employed in government and the private sector.
For more information, contact:
Katherine M. Finley, Executive Director
Organization of American Historians
Phone: 812-855-7311
http://www.oah.org
Temple Japanese Association remembers the Japan earthquake
By Kierra Bussey, student writer, International Affairs
A former TUJ student speaks to the audience about her experience during the aftermath of the earthquake.
In closing of the vigil, the audience sing the "Song of Rising," followed by a moment of silence.
On March, 11 2011 a 9.0 magnitude shook throughout northern Honshu, Japan and was felt as far as Tokyo, Japan. The magnitude of the Tohoku earthquake places it as the fourth largest in the world since 1900 and the largest in Japan since modern instrumental recording began 130 years ago, according to the United States Geological Survey.
While it has been a year since the disaster many Japanese people still continue to suffer from the disaster. Akari Yanada, TUJ student and founder of the Japanese Student Association (JSA) at Main Campus, recognizes the need to remember and support the people of Japan. Last Thursday on March 15, JSA hosted a candlelight vigil to remember those who passed as well as share student experiences.
“It has been a year [since the earthquake] and it has been a hard time for Japanese people,” Yanada said. “It’s something that we have to remember. I want to make sure that people can do that for other causes as well because we were really appreciative that other people did that for us.”
Yanada recalls that she had just transferred to Main Campus last spring semester when the earthquake happened.
“There weren’t any Japanese organizations at Temple and after the earthquake Japanese students felt compelled to come together to do something for the victims of the Japan earthquake,” Yanada says.
The vigil was a time to reflect and show appreciation for the support that Japan was shown in the aftermath of the earthquake. TUJ students recalled the events of the day that took place and how, in light of such a catastrophic event, Japanese citizens came together to help one another in any way possible. One TUJ student says that witnessing this gave him hope that as a united people we can always overcome anything.
Many TUJ students had become attached to Japan and felt a sense of responsibility to help in the relief efforts. Tina Wiltisie, senior metal, jewelry, CAD-CAM major at the Tyler School of Art, used her artistic talents to give back in a more personal way. While studying abroad at TUJ she had become inspired by Japanese aesthetics, which inspired a project that eventually led to relief efforts.
“It was a project that was actually already in progress for my production class,” Wiltisie said. “I had already designed [the pendants]. As it started out it was really just about the design and the aesthetics, but then after the earthquake happened it turned into a more personal project for me and I decided that I would donate 100 percent of whatever I sold at the sale that we had as a class.”
Through the sale of the pendants Wiltisie raised $500.
At the conclusion of the vigil, BTMM Associate Professor Jack Klotz shared the song “Fukkatsue no Uta” – “The Song of Rising,” which was co-produced with Satoru Sasaki. Like many of the TUJ students, Klotz wanted to extend a personal gesture to many of the Japanese victims. Every download of the song gives listeners a chance to make a donation in any amount to the Temple Japan Relief Fund.
The lyrics, sung in Japanese with an English translation via video, offers hope and a resilient strength that through collaboration we can overcome any tragedy.
Temple University hosts Students from Brazil on Science Without Borders Program
By Kierra Bussey, student writer, International Affairs
Student Marcelo Blaz joins Temple University from Pontifícia Universidade Católica do Rio Grande do Sul in partnership with the Brazilian Government’s Science Without Borders Program. Blaz is among the approximately 650 Brazilian undergraduate students are arriving in the United States to study at U.S. campuses with funding from the Brazilian Government’s Science Without Borders Program. The students will study for two semesters at one of more than a hundred U.S. colleges and universities across the United States, and will take part in a summer internship.
Marcelo Blaz studies information systems at his home university, but while attending Temple University is engaged in the study of computer and information science as well.
“I’ve always wanted to live and study in a different country and the Science without Borders has enabled me to achieve that,” Blaz said. “This program has allowed me to leave my ‘comfort zone’ and experience life abroad, living with different people and cultures. I’ve faced a lot of challenges and learned a lot from them. One of my goals is to attain fluency in English.”
“What I like most about the program is that I am able to focus uniquely on my academic studies. In Brazil it is common to work during the school year, but since the Brazilian Government sponsors [the program] I have been able to spend more time studying and living the university life.”
An additional 1,500 students are scheduled to arrive later this year for programs beginning in Summer or Fall 2012, including pre-academic training during the summer. The number of U.S. institutions hosting these students is expected to increase with the arrival of the next cohort of students.
The Science Without Borders Program, announced in August 2011, provides scholarships to undergraduate students from Brazil for one year of study at colleges and universities in the United States. Scholarships are being given primarily to students in the Science, Technology, Engineering and Mathematics (STEM) fields. Students in the program will return to Brazil to complete their degrees.
This undergraduate scholarship program, administered by the Institute of International Education, is part of the Brazilian government's larger initiative to grant 100,000 scholarships for the best students from Brazil to study abroad at the world’s best universities. The program is sponsored by the scholarship foundation of Brazil’s Ministry of Education, Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). IIE has been working closely with CAPES and with colleges and universities across the United States, including Temple University to place the students in US study programs that best meet their academic needs.
“We are pleased to be partnering with the Government of Brazil and with the U.S. host campuses to implement this important program,” said IIE's President and CEO Allan E. Goodman. "At a time when Brazil’s economy is expanding rapidly, and Brazil and the United States are forging unprecedented ties in trade, energy and scientific development, we look to higher education as another area where our two countries should seek much stronger cooperation.”
About the Institute of International Education
The Institute of International Education is a world leader in the international exchange of people and ideas. An independent, nonprofit organization founded in 1919, IIE has network of over 20 offices worldwide and over 1,000 member institutions. IIE designs and implements programs of study and training for students, educators, young professionals and trainees from all sectors with funding from government agencies, foundations, and corporations. IIE also conducts policy research and program evaluations, and provides advising and counseling on international education and opportunities abroad.
Namarik Alenezy
Kuwaiti Medical Scholars Program
By Kierra Bussey, student writer, International Affairs
Namarik Alenezy, freshman neuroscience major, joins Temple University from Kuwait. As a part of Kuwait’s Ministry of Higher Education initiative, Namarik is eligible to participate in a medical studies scholarship program at Temple University. She shares with the Office of International Affairs her journey to Temple, as well as her goals and aspirations.
“I am from a district in Kuwait called South Surra. It’s actually a new residential area in Kuwait. It’s quite large…one of the largest residential districts there.”
Namarik was very academically involved in high school. She realized her interest in science and pursued it without hesitation.
“It was toward the end of 10th grade and the beginning of 11th [that I realized I wanted to be a physician],” Namarik reflects. “Through the International Baccalaureate program I was able to choose from classes that I wanted to take, which were more tailored toward what I wanted to do in the future.”
“I knew that I wanted to do something science related, and therefore I tailored all my classes to the sciences. For example, I took biology, chemistry and physics throughout high school.”
Namarik’s vision was to apply the sciences to something medicinal related.
“I feel like I can help people [through medicine] and I will get satisfaction in life doing that.”
Her decision to study abroad was prompted by her interest in applying for the Kuwaiti Ministry of Higher Education scholarship. Accepted students study at an American university, and upon earning their bachelor degree Kuwaiti scholars are conditionally accepted into the university’s medical school. However, this partnership wasn’t always available. Though perseverance, Namarik explains how the Kuwaiti Ministry of Higher Education achieved its partnership with Temple University.
“The Kuwait Ministry has been trying to get an agreement with a U.S. university to accept Kuwaiti students into its medical program and they’ve been trying to do it for years,” Namarik explains. “I think it is something about international students that’s very difficult for them to gain acceptance into a medical school in the U.S. so no university wanted to make such an agreement. But, thank God – I don’t know how they got the agreement this year – but this is the first year where [the Kuwaiti Ministry] negotiated an agreement with Temple University and Wayne State University in Michigan.”
Deciding between Temple and Wayne State University proved to be an easy decision for her. Namarik says what ultimately led her to choose Temple was its diversity and first-class medical program.
Acceptance into medical school is determined if you complete the general admissions process and earn a 3.5 GPA in your undergraduate studies as well as participate in volunteer service. Namarik says that Temple University School of Medicine’s Admissions Office is especially helpful because she has access to advising unique to Kuwaiti scholar students.
“The Kuwaiti Scholar Program provides us with our own advisor. My advisor, Grace Hershman, ensures that I stay on track and provides me with additional resources. She’s helping me prepare to shadow a physician this summer.”
“I appreciated when she took me on a tour of the beautiful medical school. The anatomy lab was particularly fascinating. Just seeing everyone walk around in their white coats with their stethoscopes was inspiring. And everyone there is so nice, especially the professors. I was able to sit in on a lecture and witness firsthand how the advanced the lectures were.”
She has already begun to develop her research experience and actively participates in research in the pharmacology department, which she finds extremely interesting.
“I am working with planarians, like little worms. I am testing the behavior of the planarians based on the effects of cocaine. The results have already been concluded, but my job is to see if I can reproduce the same results.”
While Namarik spends a great amount of her time immersed in her studies, she also takes advantage of whatever Temple has to offer, and in the process has found a couple rewarding opportunities.
“I am taking advantage of any extra-curricular opportunities that come my way. So far I’ve taken a first responder course, which is a lower level EMT course. It took a lot of dedication and now I am certified. Who would have knew all the possibilities that I’ve created for myself thus far. I’m working with this organization called Contact. They train me to answer a suicide hotline. This is a very good experience because it’s building my personality and character. In Kuwait, we don’t have a suicide hotline, and you won’t find an 18-year old working with an ambulance, certified as a first responder.”
“[I look forward] to joining SNMA (Student National Medical Association) and ASMA (American Student Medical Association). My friend is also starting a club here. It’s called Project Smile. She wants to raise money to help people with clef pallet…she’s in the process of getting the organization approved and I may get an officer position.”
While Namarik is very humble and modest about her accomplishments, it’s brought up in discussion that she was able to attain remarkable grades her first semester.
“I am proud that as an international student and being away from home for the first time, that I was able to achieve all A’s this past semester. It’s tough adjusting to a different system and culture.”
Yet, Namarik remarks on why Temple has been such an encouraging environment for her, which has allowed her to grow, and essentially, feel at home.
“Temple is a very good environment for international students. You walk around and you see all these people from all over the world and you feel like you fit in. There are a lot of people here who left their families to come to study. I don’t feel like I’m in this alone. I feel like everyone around me is going through the same thing.”
“The diversity is just unbelievably amazing. Without exaggerating I know someone from almost every continent in the world. It expands my world knowledge and it makes me feel good about myself.”
She is optimistic about her future and offers advice for those who are considering taking the big step to study abroad.
“When you leave Kuwait to come to the United States and study, you are already taking a big step, which is an accomplishment in itself. Take advantage of every opportunity that comes your way. Don’t say no…don’t be afraid to try something new.”
And Namarik has definitely taken her own advice. She has already proven that she has what it takes to succeed and reach the finish line, and encourages others to join her. The Official of International Affairs wishes her well on all of her future endeavors.
English Language Conversation Group
By Kierra Bussey, student writer, International Affairs
Mastering a new language can prove to be a very intimidating process. With this in mind, Jennifer Matlin, the assistant director for global programs, created the English Language Conversation Group. The group serves as a more formal environment where international students are able to practice listening and conversational skills.
Matlin mentions that while most of the international students who participate in the group are TOEFL proficient, many of them aren’t getting the practice they need outside of the classroom setting.
“They’re learning formulized, academic English, but they’re still halting in the way that they speak English, so they need opportunities to gain speed and fluency in speaking. That can only happen in casual, formal, friendly situations.”
Matlin says the group is an ideal situation to practice conversation because students feel comfortable speaking without any anxiety.
“Some students come from cultures where they don’t speak because they are scared they’re going to make a mistake or they may feel that a mistake may shame their linguistic ability,” Jennifer explains. “This hinders them from actually getting better because they aren’t practicing.”
“If we put students in a safe environment where they’re around people that they trust, and who they know have their best interest at heart then they’re more likely to make linguistics challenges that they may or may not meet, but if they do make a mistake they’re gently corrected without any stigma.”
Not only do international students have the opportunity to practice their conversational skills, but also gain a deeper understanding and appreciation for American culture from American students.
“If you are a student from another country it’s easier to make friends with other students from your own country,” Matlin said. “Therefore, a lot of students don’t get opportunities to make friends with American students, and gain a deeper level of understanding of American culture and relationships.”
“This program allows our American students and international students to meet in a prearranged way and gain relationships that they will hopefully foster outside of the group setting.”
And many domestic students responded to the need for English speaking volunteers; so much so that Matlin says she was “pleasantly surprised at the interest and desire to make connections with those from other countries.”
Laura Hurliman, a freshman university studies major, decided to volunteer after hearing about the opportunity from a friend. “The international students really enjoy getting to know native English speakers,” Hurliman said. “A lot of the students found me on Facebook and asked to be my friend. Some of them also asked to meet outside of the group to get lunch. Because of the group, they're becoming more comfortable with native speakers, and opening up about confusions they may have about American culture.”
“I am gaining a different perspective about other cultures,” Hurliman continues. “I’m considering the study of English as a second language, and this experience is helping me develop the skills I need to be successful in that field.”
The program is usually divided into various sessions where the students engage in conversation through the use of games and discussion activities. “The goal is use a lot of theater games that use improvisation,” Matlin points out. “For example, the game Freeze involves two or three people who choose a subject and a place, and they have to make up a conversation. You designate a person to say ‘freeze,’ and when that person says ‘freeze’ those engaged in conversation must tag somebody on the spot to start another subject and conversation.”
“We also discuss a lot of conversational topics that encourage self discovery and reflection.”
Some of the conversational topics that encourage self discovery are discussion questions like, ‘If I was a color, I’d be…’ or ‘My secret talent is…’
Luna Teng, a first year graduate in the Dual Bachelor’s Master Degree Program from National Taiwan University of Science and Technology, says the hardest part about learning English is mastering grammar and learning a broader vocabulary.
“It’s totally different from Chinese. Conversation isn’t so hard, but sometimes it’s hard to explain what I am really thinking about. Making friends is the best part because they’re really helpful. I’ve added some friends on Facebook and they are always willing to teach me something extra.”
Ultimately, the effectiveness of the group depends on the independent structure that the group currently models, explains Matlin. “The idea is to have it minimally structured to give them the space they need to be able to speak and to listen in a non-formal atmosphere. It should feel like, ‘I’m going to go hang out with my friends for an hour and half who speak English and we’re going to have a good time.’”
Study Abroad Options Expand with New Exchange Programs
Study abroad options for Temple students have just expanded significantly, thanks to a number of new exchange agreements with partner universities around the world. Not only has our geographic scope expanded, but the curricular options for students have also grown, with many new study abroad opportunities available for engineering and science majors.
Foreign language skills, or the lack thereof, need not be a barrier for students. Exchange programs are available in English-speaking countries such as England, Hong Kong, Ireland, and Scotland. In addition, our partners in China, Denmark, Korea, Sweden and Taiwan offer courses in English. Students who do have foreign language skills will find even more opportunities, as a broader range of courses is available taught in the local language at our Asian and European partners.
Denise Connerty, assistant vice president for education abroad notes, “We’re a large university and our students have a broad range of academic interests and geographic preferences. We’re delighted to be able to expand our offerings and accommodate those varied interests through our exchanges.”
Studying abroad through an exchange program offers Temple students a unique experience. Unlike study abroad programs designed specifically for American students, exchange programs enable Temple students to have a full academic and cultural immersion experience. They become members of the host university community, sitting in classrooms with students from the host country, engaged in a different educational system, and taking full advantage of student life. While a little more challenging, this kind of experience offers increased rewards.
Moriah Baxevane-Connell, a Temple student majoring in Information Systems and Psychology notes, “The semester I spent on a Temple exchange in England was extremely rewarding. While it required me to be more independent, I felt like a true Brit during my time there. With the friends I made, I know I always have a place to stay when I visit again!”
Financially, exchange programs are very affordable. Temple students pay Temple tuition and continue to receive whatever financial aid they normally receive. Some of the exchange partners offer additional financial incentives, and students may apply for special exchange scholarships. Housing is provided at all of Temple’s partner institutions, and in some cases may be less expensive than what is available in Philadelphia.
For more information, students should stop by the Education Abroad office in 200 Tuttleman Learning Center, or check out the Exchange Programs brochure now available online at www.temple.edu/studyabroad. Semester and academic year options are available, and depending on the institution, short-term summer study abroad may be an option. The application deadline for Fall 2012 and/or Spring 2013 is April 1.
By Kierra Bussey, student writer, International Affairs
Many different cultures have varying ways of bringing in the New Year. For Americans, New Year celebrations have come and gone. But, for Chinese culture, their celebrations have just begun.
On Jan. 29, The Philadelphia Chinatown Development Corporation held its annual Lion Day Parade, one of its more popular Chinese New Year celebration events. Jan. 23, 2012 marked the beginning of the Chinese New Year and this year marks the Year of the Dragon, according to Chinese Zodiac. The Year of the Dragon symbolizes luck and prosperity.
From 11:00 a.m. to 2:30 p.m. traditional gold and red dragons paraded throughout the streets of Chinatown. The sound of firecrackers and booming drumbeats added to the excitement of the parade. The Philadelphia Suns, a volunteer, non-profit organization dedicated to serving Philadelphia’s Asian American youth, choreographed and performed the lion dance.
During the parade, lion dance performers went from door to door of shops and restaurant to demonstrate Chinese New Year tradition. The lettuce-eating by the lion dancers is a particular tradition where business owners attach a head of lettuce and a string of firecrackers to the outside of their storefront.
“Everything bad goes out,” explained a business owner at 10th and Race Streets.
The firecrackers are lit at each store front and then the lettuce is “eaten” and spread about in front of the shop to symbolize good luck and health, and a prosperous year for the business.
Ruoxi Zheng, a student studying for her masters in Actuarial Science explains what firecrackers symbolize, which accompanied much of the celebration.
“[People like to set fire crackers]. We call New Year “nian,” Zheng said. “There is a legend that says nian is a very horrible monster who will appear this time every year. In order to drive away it, people set up firecrackers, which can fear nian with its loud voice.”
Zheng’s own New Year celebrations include getting together with family members and having a big dinner.
Traditions also include giving red envelopes of money to children.
Overall, the Chinese New Year shares the same values as most New Year celebrations: everyone comes together and rejoices over the future and optimism that comes with a new year.
There is a second and final Chinese Lion Dance Parade is tentatively scheduled to perform again Feb. 5 at 11:00 a.m. at 9th and Race Streets to conclude the Chinese New Year celebrations.
By Kierra Bussey, student writer, International Affairs
There’s nothing more patriotic than celebrating your country’s independence from years of imperialism. Celebrations are often marked with monumental parades and the unification of a country, as is the case with India. India gained independence from British rule on Aug. 15, 1947; however India didn’t fully attain independence until Jan. 26, 1950, which became known as Republic Day.
Republic Day commemorates India’s newly ratified constitution and marks the date that India’s first President, Dr. Rajendra Prasad was sworn in:
“Today, for the first time in our long and chequered history we find the whole of this vast land… brought together under the jurisdiction of constitution and one union which takes over responsibility for the welfare of more than 320 million men and women who inhabit it.”
This year will mark the 63rd Republic Day of India.
“Republic Day is a very important holiday because it commemorates the day the Indian constitution came into play, and it ultimately honors those who fought for India's independence,” said Rajvi Patel, senior English and Secondary Education major. “It celebrates all of the things that allowed India to become the thriving, independent, and vibrant country it is today. It's a widely celebrated holiday in India, and local towns in the U.S. also hold events to celebrate Indian culture."
Annual celebrations on this day include large military parades, which are held in New Delhi and the state capitals. The major parade is held in New Delhi. Celebrations begin with India’s prime minister placing a wreath at the Amar Jawan Jyoti, also called the flame of immortal warriors, at India Gate to honor and fallen soldiers. During the parade, India’s military presence is showcased. This year, The New York Times reported that India’s Agni 4 missile was featured during full dress rehearsal for the Republic Day parade. The ceremonial reception also includes a chief guest speaker and this year it has been announced that Yingluck Shinawatra, the first women Prime Minster of Thailand, will accompany President Pratibha Patil and Vice President Hamid Ansari. Overall, citizens express their cultural pride and enjoy the display of the festive events.
Last year, on this day Obama made a statement on behalf of India Republic Day that is representative of our shared values:
“The United States and India are not only the world’s two largest democracies, we are two pluralistic societies that believe in the potential and dignity of every human being… As we go forward together, the enduring lessons of this Republic Day can inspire us to see a future of greater prosperity and opportunity for both our peoples.”
By Kierra Bussey, student writer, International Affairs
It’s the best time of the year – here and abroad. In countries across the world, the holiday season is celebrated in a variety of ways. Across the Atlantic in England, the British follow up Christmas Day with a holiday known as Boxing Day.
Boxing Day became a national holiday in England in 1871. However, the origins of the holiday take many different meanings. The holiday’s name implies exactly what the tradition involves: boxes. It is said that Boxing Day was started by the Church of England. During Advent, boxes were placed where churchgoers could offer monetary donations. On Dec. 26 (the day after Christmas) the boxes were broken open and the donations were distributed among the less fortunate. Another similar story claims that Boxing Day was given life as a result of the aristocracy giving presents (or boxes) to servants and employees the day after Christmas. While some may explain the origins of Boxing Day slightly different, its true intent circles back to celebrate charitable giving.
Present day, Boxing Day is not celebrated as such, but rather as a commercialized holiday, much like Black Friday.
Emma Waters, a junior American studies exchange student from the University of East Anglia, says that Boxing Day is celebrated as a bank holiday meaning many businesses remain closed with the exception of department stores.
“[Boxing Day] has many sales, in which people will go out at midnight to look for some bargains,” Emma said. “I do not personally see it as a holiday, as it is just shopping for the sales, but I guess it’s an extra day off, and if you work that day, you would get extra pay, for working Boxing Day.”
Emma personally takes the day to take advantage of bargain shopping. “It’s a bit of a boring day after Christmas has finished, so most years I would go shopping or otherwise visit families members I didn't see on Christmas day.”
Lemara Lindsay-Prince, a former African American studies exchange student from the University of East Anglia as well shares the same sentiment. “It’s not as frantic as black Friday, but similar,” Lemara said. “For me, Boxing Day is a day of rest – watching movies and eating leftovers!
A national holiday rooted in progressive change: Spain’s National Constitution Day
By Kierra Bussey, student writer, International Affairs
Dec. 6 will mark the anniversary of Spain’s Constitution Day (Día de la Constitución), which is celebrated throughout Spain as a symbol of national pride.
Paula Alvarez Cabo, a first-year international student from Spain pursuing a master’s degree in Counseling Psychology at Temple University, notes the holiday’s importance.
“I think it’s a significant day in which the Spaniards celebrate the Constitution of 1978, which brought democracy to the country after 40 years of dictatorship,” Paula said. “It meant the peaceful transition from one political regime to another without any bloodshed, after the civil war of 1936-1939.”
The dictatorship Paula is referring to is the regime under Fransisco Franco, who ruled as head of state from April 1, 1939 until Nov. 20, 1975. During his dictatorship, Franco’s most difficult period was after World War II. Franco was known as the “last surviving fascist dictator” and wasn’t favored by other Western countries. After his death, Spain transformed from an authoritarian government to a democratic constitutional monarchy.
“I think that Spanish people feel proud about this milestone in our recent history,” Paula said. “The government celebrates with a big reception at the Spanish parliament where all the main states men of the country are invited and there is a commemorative speech given by the Congressional President.”
The preamble of the Spanish Constitution reads:
The Spanish Nation, desiring to establish justice, liberty, security, and to promote the well-being of all its members, in the exercise of its sovereignty, proclaims its will to:
- Guarantee democratic coexistence within the Constitution and the laws, in accordance with a fair economic and social order.
- Consolidate a State of Law which ensures the rule of law as the expression of the popular will.
- Protect all Spaniards and peoples of Spain in the exercise of human rights, of their culture and traditions, languages and institutions.
- Promote the progress of culture and of the economy to ensure a dignified quality of life for all.
- Establish an advanced democratic society, and Cooperate in the strengthening of peaceful relations and effective cooperation among all the peoples of the earth.
Much like the American Constitution, Spain wanted to accomplish a working framework that would serve the best interests of its citizens.
Paula says that normally citizens celebrate Constitution Day with a day off from normal activities.
“For us Spaniards, it’s kind of like your Thanksgiving week,” Paula added.
Nursing Exchange Program Established in Cameroon
By Maria Raha, Editor, Temple Review
Aid worker from Shahica (Sharing Health and Hope in Cameroon Africa) Raphia Noumbissi (second from left), graduate nursing student Isabella Tembe (far right), and Director of Bafoussam School of Nursing David Desire (center) celebrate the establishment of a nursing exchange program in Cameroon.
The Department of Nursing in the College of Health Professions and Social Work has begun a student and faculty exchange program with the Bafoussam School of Nursing in Cameroon and Sharing Health and Hope in Cameroon, Africa, a nonprofit organization that provides primary healthcare through volunteer work.
According to Temple Nursing Chair Frances Ward, the program’s mission is both to provide quality education to nursing students in Cameroon and to offer primary healthcare services to the local population with an emphasis on HIV assistance. It also will allow nursing students and faculty from Cameroon to utilize Temple’s technology, classrooms and books, according to Temple clinical leader and nurse practitioner Patricia Hewson.
This past summer, Hewson made her sixth trip to Cameroon with graduate student of nursing Isabella Tembe.
“What I like most is being able to assist people and watch their progress over the years,” Hewson says.
When in Cameroon, Hewson works with many HIV-positive women. The first year she was there, she worked with a woman and her 4-month-old baby, who had to be breastfed by her chronically ill mother. Hewson and the group were able to sponsor four months of baby formula. Upon Hewson’s return this year, the mother was healthy again and the child is an HIV-negative five-year-old.
The program’s goals are manifold, says Ward. “We aim to educate faculty and students on mores, norms and values in other cultures, and to embed faculty and students in the health education and care delivery systems of this culture. Subsequently, participants will contribute to improving the health of people around the world.”
International Faculty attend Provost’s Teaching Academy at Temple University
By Ingrid Spangler, communications manager, International Affairs for Temple University
Faculty members Chi Li, Guolei Li, and Baodong Cheng from Beijing Forestry University in China.
“I have thoroughly enjoyed the opportunity to be a student again,” said Chi Li, an associate professor of landscape architecture at Beijing Forestry University in China. He is accompanied by two colleagues, Guolei Li, associate professor of forest siviculture, and Baodong Cheng, associate professor of international trade.
The Beijing Forestry University representatives are joined by 15 faculty members selected as key department leaders from across disciplines at Temple University to participate in the Provost’s Teaching Academy, a five-week course during the summer that prepares faculty to instruct graduate students focused on teaching and academic careers.
The Provost’s Teaching Academy, now in its third year of operation, is implemented through the Teaching and Learning Center (TLC). This year, following Temple’s global commitment strategy, is the first time an invitation to participate was extended to a select group of international faculty.
“When you are talking about human-learning, divisions are arbitrary between international and domestic faculty,” says Pamela Barnett, PhD, associate vice provost and director of the Teaching and Learning Center. “The underlying conversation is the same regardless of an instructor’s origin, but the discussion is more productive with myriad perspectives.”
Brooke Walker, assistant vice president for global programs and international services at Temple, helped facilitate relations with Beijing Forestry University. “Faculty exchange helps stimulate a dialogue about teaching that goes beyond the classroom, the campus, and the country’s borders,” remarks Walker. “Temple is honored to be working in partnership with Beijing Forestry University on faculty development initiatives.”
As one of the key national universities directly under the Ministry of Education in China, Beijing Forestry University (BFU) provides advanced education in the studies of forestry and ecological environment, as well as in science, engineering, liberal arts, management, economics, law and fine arts. BFU is ranked among the best in China and Asia for forestry and ecological environment.
The foundation of the academy revolves around making teaching about ‘student-learning.’ “The dominant model for decades was 100 percent formalized lecture,” says Stephanie Laggini Fiore, PhD, associate director of TLC. “Research now shows a fundamental shift in teaching practice that focuses more on how students are best absorbing the material and findings show it’s through interactive teaching methods, group work, and innovative hands-on approaches. Faculty are often content experts, but are not adequately trained on how to best teach their subject area.”
“I’m learning a great deal about measuring student development, assessing learning styles and gathering feedback,” expresses Baodong Cheng, the senior member of the group. “I’m looking forward to applying what I’ve learned to my own courses and sharing ideas with other faculty in China.”
The academy creates an environment for faculty to learn about and discuss best teaching practices, course design, teaching methods that incorporate collaborative learning and the use of technology, as well as an opportunity to read persuasive research on inclusive teaching techniques and reflective practice.
“The instructors are kind and considerate of those of us who learned English as a second language,” reflects Guolei Li, one of the international participants. “Their teaching style is very inclusive and by sending us the presentation materials prior to class, we are able to better prepare for in-class discussions.”
All the participants enjoy having time set aside to read new literature and to have an opportunity to talk specifically about teaching and modern pedagogy. The Temple faculty are particularly enthusiastic about adding an international perspective into the equation this year.
“While the Provost Teaching Academy is a great chance for professors to work across disciplines, I feel privileged to have two international professors in the group who are experts in my field,” says Bess Yates, assistant professor in landscape architecture and horticulture, who is also part of the cohort this summer. “They helped me generate some new ideas for teaching landscape planning and design as well as new methods for conducting field work.”
Overall, the Provost’s Teaching Academy will not only enhance the teaching expertise of faculty, now on a broader international level, but it has already proved to be an incubator for best teaching practices and new ideas that will have a huge impact on the next generation of students.
Temple Law Hosts State Administration of Foreign Expert Affairs (SAFEA) of China Delegation
On May 6, 2011, Temple hosted a delegation led by Li Bing, Deputy Director-General of the State Administration of Foreign Expert Affairs (SAFEA) of China. Temple has been collaborating with SAFEA since 1999 for its rule-of-law programs in China, and to date, four minister-level officials have visited Temple's Main Campus. Likewise, Temple delegations visit SAFEA once per year to stay in touch with the leadership. SAFEA has been responsible for assisting Temple in developing and maintaining partnerships for its education and training programs in China. While at Temple, the delegation also visited with President Ann Weaver Hart and Senior Vice Provost Hai-Lung Dai, and then met with Lisa Zimmaro (Temple JD alum), director of Temple's risk management and insurance office, for a discussion on best practices in university risk management.
Dean Epps reviews a stamp and art album given to her by the delegation.
From left: Lei Fengyun, Deputy Director, SAFEA Department of Cultural and Educational Experts (Temple visiting scholar 2004), Professor Mo Zhang, Associate Dean Rob Bartow, Dean JoAnne Epps, Director of Special Events Dorothy Lee, Assistant Dean Louis Thompson,Li Bing, Deputy Director-General, and Xie Huiping, Director of IT Programs Department.
East China University of Political Science and Law (ECUPL) Hosts Temple Law Delegation
On April 27, Vice President Liu Xiaohong of East China University of Political Science and Law (ECUPL) hosted a Temple delegation at their campus in Shanghai. Temple's Beasley School of Law extended a Memorandum of Understanding for a second three-year term, strengthening its program of faculty and student exchange. Vice President Liu has long been a friend of the Temple program, and she was a visiting scholar at Temple in summer of 2005, when she attended our Sino-U.S. Roundtable on Private International Law--Conflicts of Law.
In photo (from left): Assistant Dean Louis Thompson, Administrative Director of ECUPL International Exchange Center Jiang Dan, Associate Dean Rob Bartow, Dean JoAnne Epps, ECUPL Vice President Liu Xiaohong, Beijing Program Co-Director and Associate Professor Melindah Bush, Director of Asian Programs John Smagula, and Deputy Director of ECUPL International Exchange Center and Associate Professor Xia Fei. Not pictured: Professor Mo Zhang. Photo courtesy of Professor Zhang.
Temple Students Awarded Fulbright Grants
The following six Temple students were awarded Fulbright grants for the 2011-2012 academic year:
Jasmine Cloud, Tyler, PhD Art History
Italy, Research
Jasmine received a Fulbright award to pursue her dissertation research on churches in the Roman Forum during the 17th century.
Sara Fischer, Education, BS Elementary Education and Special Education
Spain, Teaching Assistantship
Sara will serve as an English language teaching assistant in an elementary or secondary school in Spain, while studying special education practices in Spain and forming collaborative after school programs for her Spanish students.
Christiana Jackson, CLA, BA Political Science and German
Germany, Teaching Assistantship
Christiana will serve as an English language teaching assistant in German; outside of the classroom, she will explore the differences in youth political engagement between the United States and Germany.
Jessica Meckler, CLA, BA English and Asian Studies
South Korea, Teaching Assistantship
As a teaching assistant in South Korea, Jessica will serve as an English language teaching assistant in a South Korean classroom. While in South Korea, Jessica plans to create an English language a capella group to help students bridge American and Korean cultures with music.
Korin Tangtrakul, CLA, BA Geography and Urban Studies
Thailand, Teaching Assistantship
While in Thailand, Korin will serve as an English language teaching assistant, and utilizing her training and experiences in environmental issues, hopes to teach her students about some of the environmental problems Thailand is facing.
Mary Wolfe, CLA, BA Environmental Studies
Netherlands, Research
Mary will study at the University of Utrecht in the master’s program in Urban Geography, exploring the relationship between urban green space and criminal activity and one’s sense of safety.
