By Lauren Hertzler
Clara Haignere traveled to India this past summer..
Clara Haignere, an associate professor in the public health department, received a $3,490 Internationalization Grant from the Office of International Affairs to travel to India this past summer.
In her two week stay, Haignere and assistant director of Education Abroad Sara Sequin explored the possibility of developing an India Public Health Summer Abroad Program for the coming years, learned about the different global health opportunities already available and investigated the opportunities in India where Temple might be able to establish a more permanent health rotation site.
“What we really need is a location, where Temple students and faculty can rotate into,” Haignere said. “In part because if you go to Guatemala for two weeks its really nice for the students, but it doesn’t do much for the community in Guatemala.”
“Wouldn’t it be great if we could do someplace where dental could rotate in, or social work, and pharmacy, and so forth?” Haignere added. “We could really be providing resources and expertise in one location that continues.”
Haignere, who spent 10 years as the director of Temple’s Costa Rica Summer Abroad public health program, thought India would make for a good location to establish this type of program, which would incorporate the efforts of Temple’s public health, medical, dental, pharmacy, nursing and social work schools.
“If you want to do public health that is outside of the United States or if you want to understand the health professions outside of the [U.S], I actually feel like you need to have that experience outside,” Haignere, who worked in Austria, Germany, El Salvador and Chile in the past, said. “I actually think it’s necessary for anybody who wants to understand the world.”
Haignere and Sequin visited four organizations in India. They began their adventure by visiting Dhrangadhra in Gujarat, where Temple’s Summer Abroad program – supervised by professor of anthropology Jayasinhji Jhala – is located.
“We’ve always had public health students who have been part of that [program] from year one to the next,” Haignere said. “It’s a very unique program, very close to and engaged with the culture and health issues.”
They visited a Public Health Foundation of India site in Gandhinagar near Ahmedabad.
“It’s with the idea of really starting up schools of public health or programs in public health around India,” Haignere said about PHFI. “So for somebody, particularly like a doctoral student who really wants to do research, that’s a possibility to work with them.”
Haignere and Sequin visited the public health summer abroad program of Alliance for Global Education in Pune.
“It’s very well organized,” Haignere said. “They take really good care of the students that are there.”
They also met with representatives of SIT Study Abroad in New Delhi.
“While we were there, they had a group of students who were studying alternative medicine,” Haignere said about the India SIT program. “[It provided] a way to get students to broaden their perspective from more than a western way of health.”
Haignere said all four of these programs have opportunities for Temple to exchange with India and globalize curriculum, both by having students go there as well as bringing students from India to Temple.
But, Haignere found that although these opportunities are definitely engaging, India might not be a location to implement a rotation system.
“Originally I thought I may be able to find a location in India to rotate students in, but it turns out unless your college educated, most people don’t speak English,” Haignere said. “You have to have a translator...[India] has possibilities, but not for a whole location.”
Upon Haignere’s return from India, she heard of a different program from public health students who visited Peru that could make for a feasible rotation option.
“And it turns out, I’m very excited about that,” Haignere said.
It’s at an orphanage site located north of Lima, the capital and largest city in Peru. It has health, dental, medical and mental health clinics attached to it, serving about 900 orphans ranging in age from 5 days old to 17 or 18 years old.
“I don’t see there being a specific location [in India] like I see in Peru, that has a clinic, has a community, has resources with the university all connected,” Haignere said. “I’d be really interested in having…a trip either over winter or next spring or something to really see what we need [in Peru], but first we have to get people on board and see how it fits into Temple’s calendar.”
The Internationalization Grant gave Haignere the opportunity to investigate a plan that is strategically geared toward students’ interests.
“It was really great that [the Internationalization Grant] worked out,” Haignere said. “I’m encouraging other people to apply, including some of my colleagues here in public health for the money to go on some other investigative tours.”
Although the idea for a health rotation system didn’t work out, Haignere said there are options for students who are passionate about studying in India.
Haignere said in order to get jobs in global health, students need to have some international experience.
“Global health is a very marketable area right now,” Haignere said. “There’s a lot of interest in it. Many schools of public health and programs are specializing or have some component of global health. So it’s important for Temple to stay competitive to be able to provide that for students as well.”
If you would like to host international students for Thanksgiving this year, please fill out this form and return it to International Student and Scholar Services by Wednesday, November 14, 2012 at 5:00 p.m.
International Student and Scholar Services
1700 North Broad Street, Room 203B
Fax: (215) 204-6166
By Lauren Hertzler, student writer for International Affairs
Sejong University campus in Seoul, South Korea.
Alistair Howard, an instructional associate professor at Temple’s Main Campus, worked as a visiting professor at Sejong University in Seoul, South Korea this summer. Howard’s unique experience allowed him to improve his teaching skills, while learning how to work better with international students.
For about a month abroad, Howard taught a general education course called Development and Globalization to about 22 students, ranging in age from 19 to 26. The class was scheduled five days a week for three hours each morning, where students learned concepts of the relationship between economic integration and the transformation of poor agrarian countries to industrial countries.
“It’s perfect to teach in South Korea,” Howard said. “I teach about development and South Korea is an incredible development success story.”
Howard teaches the same course at Temple, meeting students’ global/world studies gen-ed requirement.
“I’ll use the same slides for my domestic classes,” Howard said. “Also I can talk about Korea’s business climate and economic policies in my courses.”
Temple is one of 27 universities from the U.S. partnered with Sejong, one of Korea’s most prominent academic institutions. Since it was founded in 1940, the university has grown to offer more than 30 majors, about 40 extracurricular activities and numerous options for students to study abroad.
Some of the students Howard taught were regular students, and some were part of Sejong’s 1+3 program, which Temple is now affiliated with. The 1+3 program is an agreement in which Sejong students stay on the Seoul campus for one year – while working on their English proficiency – before transferring to another university to finish undergraduate studies.
“It was very challenging, because of the students’ different expectations and also, to some extent, the language barrier,” Howard said. “The Korean students have been learning English in the classroom for many years and they’re incredibly well-motivated and hard-working. But listening to an American – even one with an English accent – lecturing for three hours is a challenge even for the best students.”
Howard said he became cautious of the importance to speak clearly and reasonably slowly, and often found himself choosing his words carefully to convey exactly what he wanted. He also recorded his classes and made the videos available for students online, along with PowerPoint slides that were carefully constructed for an ESL audience.
“It was a good disciplining exercise for me I think,” Howard said.
An undergraduate student from Sejong helped Howard with logistics once he got to the country. From photocopying papers to dry cleaning clothes, Howard said his teaching assistant had him covered.
Howard said he also enjoyed the time he spent with Sejong faculty and students outside of the classroom.
“I had some wonderful meals with my Korean colleagues and my students even took me to lunch one day and shopping another day,” Howard said.
This was Howard’s first time visiting Korea, and he said the most memorable part of Seoul is how dynamic and busy it is.
“Seoul is an extremely large city and everyone seems to be rushing around earning a living or investing in their future,” Howard said. “Also, the infrastructure in Seoul is just wonderful. The subway, for example, puts ours to shame.”
Howard wished he could have stayed to travel around Korea after his one-month teaching stint, but had to head home shortly after classes ended to tend to family commitments.
Howard said the most rewarding part of his experience teaching abroad was, “being in a new culture and seeing how thriving a nation it is.”
With an American father and a British mother, Howard grew up on both sides of the Atlantic – in England and in Alabama.
He considers himself more British though, because he was born, attended high school and received his undergraduate degree in the UK.
In 1989, Howard came to the U.S. to find public policy work in Washington, D.C. Not taking a liking to office life, he went back to college for his political science degree from George Washington University.
Now, Howard works in Temple’s Political Science Department, teaching a variety of upper level and honors courses. He teaches Business and Public Policy, Political Ideologies and British Politics, focusing the content of his classes on the relationship between politics and economics.
Howard said he would like to teach abroad again, but perhaps somewhere new next time. He also said he would recommend other assistant professors to teach abroad.
“Although it’s hard work, it’s a great experience,” Howard said.
Dear Friends of the Office of International Affairs:
To help promote campus internationalization, Temple’s Office of International Affairs (OIA) is instituting a new initiative to help new international students feel even more welcome during the upcoming orientation week activities.
Welcome badges have been designed by OIA with the phrase “Welcome! Can I help you?” translated into various languages. Temple faculty, staff and returning students who speak another language are encouraged to wear these badges in the upcoming weeks to make new international students aware of Temple’s diversity, feel more comfortable in a new environment, and this also gives students the opportunity to ask questions in their first language during the arrival and orientation period.
If you are interested in participating in this initiative, stop by the International Affairs Office in 403 Conwell Hall to pick up a welcome badge in your language of fluency. You can keep the badges and reuse each semester as new international students arrive.
Chinese (simplified and traditional)
Not listed here? See below.
To learn more about the all international student orientation week activities, visit www.temple.edu/isss.
Thank you in advance for your help!
By: Ingrid Spangler, communications manager
On July 23 and 24, a five person delegation from Fu Jen Catholic University (FJU) in New Taipei City, Taiwan, traveled to Philadelphia to meet with university and health system leadership, tour Temple School of Medicine and hospital, as well as participate in a signing ceremony.
President Vincent Han-Sun Chiang led the delegation. Accompanying him was Vice President for Academic Affairs Shang-shing Chou, Dean of International Education Tzu-pao Yang, Dean of Science Jenq-tay Yuan, and Pei-yi Chu, academic exchange center coordinator.
The partnership between FJU and Temple University began in 2009 when university-wide and School of Medicine-based faculty and student exchange programs were discussed and agreements were signed. After three years of successful collaboration, the two institutions wanted to renew their commitment to academic exchange by re-signing the general cooperation agreement due to expire this year.
Chairman of the Board, Patrick J. O’Connor, officiated the signing ceremony in the presence of fellow University Trustees Dr. Solomon Luo and Lewis Gould, Jr. Chairman O’Connor has served as chair of Temple’s Board of Trustees since 2009. “I didn’t graduate from Temple, but in my time as a state-appointed trustee, I fell in love with it. It’s elite without being elitist,” he said.
University Trustee Dr. Solomon Luo was influential in identifying the potential for a productive partnership between the two universities and encouraged continued collaboration to provide opportunities for Temple students and faculty. Dr. Luo came to the United States in 1975 from his native Taiwan after receiving a B.S. from Fu Jen Catholic University in 1973. Upon completion of medical school in Texas, Dr. Luo chose Temple Hospital for his residency.
Dr. Luo’s close ties with the School of Medicine as a member of the Board of Visitors and a clinical professor, also led to another important facet of FJU’s visit to Temple: learning best practices for medical education and hospital organization. The FJU delegation spent time with the executive leaders of Temple Health and went on a guided tour of the Medical Education and Research Building and Temple University Hospital (TUH).
Chief Medical Officer of TUH Susan Freeman, Richard Kozera, executive associate dean, Kurt Schwinghammer, vice president of Fox Chase Cancer Center’s Office of Research and Development Alliances, and Susan Wiegers, senior associate dean of faculty affairs, among others, presided over the meeting to share their insight.
President Han-Sun Chiang was appointed to serve as Fu Jen Catholic University’s president earlier this year. Prior to his appointment, he was a vice president and dean of the medical school. A urologist by training, President Chiang received his medical degree from National Taiwan University in Taipei and his doctorate at Technical University of Munich in Germany.
In his acceptance speech, President Chiang pledged to continue parallel development of research and teaching so FJU could provide “excellent medical resources for New Taipei City when its hospital opens in 2014, and also develop effectively in all other academic areas.” His vision is to turn FJU into one of the top 200 universities in the world before 2025.
FJU’s School of Medicine was established in 2000, along with other health related departments positioned within the larger College of Medicine (est. 1989). On the clinical side, a new university affiliated hospital (1,050,000-square-foot, 600-bed facility) is being built on the edge of the existing university campus and will become the new teaching hospital for the university’s medical school.
“With over 100 years of operating a medical school and a hospital, Temple University was pleased to share its experiences and successes that may be useful to FJU’s effort of breaking through the early stage of development in medical education and establishing a state-of-the-art hospital,” says Provost Hai-Lung Dai who also oversees the Office of International Affairs.
The student, faculty and research collaborations between the two medical schools have proven to be a tremendous success. The success of the partnership most likely stems from the overlapping pedagogical missions. FJU is the only medical school in Taiwan to use problem-based learning as a basis for the curriculum in students’ third and fourth years. Similarly, the clinical years for medical students at Temple are marked by extensive hands-on experience in caring for patients. The William Maul Measey Institute for Clinical Simulation and Patient Safety at Temple allows students to learn basic clinical skills and teamwork in a safe learning environment throughout the curriculum. As a result, graduates of both schools take pride in being exceptionally well prepared to pursue their residency training.
After discussing the similarities and best practices for teaching, conducting research, and operating a hospital, the 7,800-mile distance between FJU and Temple seemed much closer. International partnerships are one way for institutions to bridge the gap in the increasingly global area of higher education. In the case of FJU and Temple, three years is just the beginning.
More About Fu Jen Catholic University
Located in New Taipei City, Taiwan, Fu Jen Catholic University is a private university founded in 1913. Today, FJU is the largest and most famous private university in Taiwan with approximately 26,000 students. Fu Jen Catholic University is the first university in China to be established by the Catholic Church. The College of Management is Taiwan’s first business school and one of only seven Taiwanese schools holding The Association to Advance Collegiate Schools of Business (AACSB) accreditation. Currently, FJU is comprised of 11 colleges, namely Liberal Arts, Arts, Education, Communication, Foreign Languages, Science and Engineering, Human Ecology, Law, Social Sciences, Management, and Medicine. In order to stimulate international academic exchange and collaboration, as well as promote cultural dialogue, FJU has established sister school relationships with renowned universities worldwide.
By: Ingrid Spangler, communications manager
Zhejiang Normal University (ZJNU) Leadership trainees at graduation.
17 executive-level administrators and faculty from Zhejiang Normal University (ZJNU) in China completed a one week International Leadership Training Program at Temple University in July 2012. Approved by the State Administration of Foreign Experts Affairs P.R. of China and the Chinese Ministry of Education, the team’s goal was to learn more about the American higher education system from experts in the field, as well as acquire a new perspective on internationalizing their curriculum.
Temple and ZJNU share many of the same departments of academic strengths. The trainees consisted of professionals in the fields of finance, human resources, security, faculty and student affairs, African studies, law and political science, education, sports and health science, humanities, foreign language, music, and geography/environmental science.
The discussions about this institutional collaboration began when Provost Hai-Lung Dai, who oversees the Office of International Affairs (OIA) at Temple, visited China last year. “Temple has an active, multi-level, bi-lateral global partnership with Zhejiang Normal University. It started with Dr. Louis Mangione, associate professor of Chinese traveling to Zhejiang for more than a decade to co-teach a Chinese course there. We now have 3+2 dual bachelor’s master’s degree, exchange, and study abroad students enrolled at Temple. With student and faculty global exchange well underway, this new leadership training program is a natural next step towards enhancing the partnership between both institutions.” Provost Dai attended various events throughout the week and led a session on the similarities and differences in higher education between China and the United States.
Dr. Corrinne Caldwell, chairperson of Leadership and Policy Studies in the College of Education, developed the curriculum. With more than 30 years of experience in educational leadership and policy from community colleges to research universities, Dr. Caldwell invited faculty and administrative experts from various areas at Temple to lead the morning lectures. Her goal was to bring together the appropriate cross-section of instructors to meet the needs and interests of the participants.
Session topics included Human Resource Management, taught by Dr. Eric Brunner, Organizations of Higher Education in the U.S., led by Dr. James Davis, and Strategies in Higher Education: Accreditation, Planning and Assessment taught by Dr. Jodi Levine Laufgraben. With the help of a simultaneous interpreter, the classroom came to life with engaging lectures, group discussions, and interactive material.
There were also experiential learning opportunities embedded into the program. Each afternoon, the delegation participated in a study tour to visit different types of universities in the area to gain a holistic view of higher education in the United States. During the tour, they met with administrators to discuss the opportunities and challenges specific to that type of university. The study tours included Temple University, Villanova University, University of Pennsylvania, and Pennsylvania State University. At Temple, the tour included visiting the Fox School of Business and Management, School of Medicine, Athletics, Student Affairs, and the Office of International Affairs.
“I admire the educational leaders of ZJNU for their dedication of time and resources to overseas travel, to being proactive and to learning firsthand how other institutions operate,” said Dr. James Davis, Interim Dean of the College of Education, and one of the session leaders. “This program is beneficial because it focuses on acquiring knowledge that can be put immediately into action. The participants can bring these newly acquired perspectives and learning tools back to China and establish their own relevant standards for higher education.”
The week culminated with a graduation ceremony in Alter Hall where each member of the ZJNU delegation received a certificate for completing the program. During the ceremony, Shao Guo Ping, Professor and Director in the President’s Office at ZJNU, shared that ZJNU hopes to continue their friendship and collaboration with Temple University. In addition to supporting student mobility, one of Shao’s goals is to provide more opportunities for ZJNU’s faculty to travel abroad as visiting scholars.
After completing the International Leadership Training at Temple, the ZJNU team continued their study tour in additional U.S. cities, including New York City, Boston, Detroit and Chicago. In total, the delegation will spend 21 days in the U.S. exploring various landscapes and models for higher education.
ABOUT ZHEJIANG NORMAL UNIVERSITY
The main campus of ZJNU is located in the cultural historical city of Jinhua in the central part of Zhejiang Province. The city links Shanghai and Hangzhou to the north, and Guangdong and Fujian provinces to the south. As one of the key provincial universities, ZJNU specializes in teacher education with multiple branches of learning. ZJNU consists of 18 colleges offering 61 undergraduate programs. It has an enrollment of over 25,000 undergraduates, 4,300 postgraduates, and 15,000 adult students in various adult education programs. In recent years, ties of academic exchange and cooperation have been set up between ZJNU and 92 foreign universities and research institutes in 42 countries.
ABOUT INTERNATIONAL AFFAIRS
The Office of International Affairs leads Temple's international initiatives, promoting globalization as one of Temple's core values. The office brings together various constituencies and units, working to integrate a global perspective throughout Temple's academic and co-curricular programs. International Affairs is divided into two units: Serving American students/scholars are Education Abroad and Overseas Campuses and serving international students/scholars is International Admissions, Intensive English Language Program, International Student and Scholar Services, Global Programs, and Global Relations.
Office of International Affairs Contact:
403 Conwell Hall
1801 N. Broad Street
Philadelphia, PA 19122
By: Lauren Hertzler, student writer for International Affairs
Assistant professor Shenid Bhayroo will present a research paper at the annual IAMCR conference about last summer's South Africa Study Away program. Pictured above are the 11 student participants visiting Soweto, Gauteng.
This year’s International Association of Media and Communication Research Conference is taking place in Durban, South Africa. Temple’s School of Media and Communication’s assistant professor, Shenid Bhayroo, and interim dean, Thomas Jacobson, have ventured more than 8,000 miles to attend the program from Sunday, July 15, until Thursday, July 19.
IAMCR is a global professional organization catered toward media and communication research. It allows an outlet for people interested in international communication research and also international communication practice. As an association, its interests are to advance the professions of communication as well as the scholarship of communication.
Annual IAMCR conferences in the past, which promote intellectual conversations concerning diversity and curiosity, have taken place in Istanbul, Braga, Mexico, Stockholm, Paris, Cairo, Taipei, Porto Alegre and Barcelona.
This year’s conference theme is “South-North Conversations,” purposely placing South before North in hopes of challenging the more usual convention. The theme both considers communicative empowerment and highlights the positive potential of media development.
According to the IAMCR 2012 conference’s program, the objective of the conference is to encourage and exhibit research from international media and communication scholars, policy makers and public intellectuals. Topics that will be debated may be historic or immediately relevant today. Subjects covered include media freedom, gender divisions and gendered empowerment, regulation and governance of the digitally unruly, among others.
Each day will host numerous hour and a half sessions, during which several short research papers presented by their authors will be discussed. Jacobson and Bhayroo will both be presenting papers in this conference.
Jacobson, who has in the past focused his research on third world countries, will be presenting a paper on communication and democratic legitimacy in the Participatory Communications Research section – a topic that he co-founded for the IAMCR in the late 1990s.
Jacobson has been involved with IAMCR for about 25 years. He has served as a section head in the past, which gained him familiarity with the association and its council. This year, Jacobson was asked by the president of IAMCR to serve as chair of the Scholarly Review Committee, where he is working with others to develop guidelines by which the sections or divisions of the program are evaluated.
“The interesting thing about IAMCR is that it is a truly cosmopolitan organization, as a genuinely international membership, and it is ruled by an international council that has about 30 members from all over the globe,” Jacobson said.
Bhayroo, who has keen interest in community media, public media, ethnic media and occasionally historical research, will speak under the Journalism Research and Education session and the Professional Journalism, Journalism Cultures and Public Spheres division. His project focuses on the newly launched journalism and research study away program for Temple’s SMC students in South Africa.
The inaugural program took place last summer in Johannesburg, South Africa. For a month, nine SMC and two research students visited schools, media institutions, universities, museums and communities, while reporting daily and weekly news for Temple’s multimedia reporting lab publication, philadelphianeighborhoods.com.
“I wanted to share at the conference the findings of my research which basically indicates that pretty much all of the 11 participants in the South Africa study away program acquired levels of awareness...about the world they lived in for that month,” Bhayroo said.
During the trip, Bhayroo facilitated learning by using Paulo Freire’s critical pedagogy as a theoretical framework, encouraging the participating students to engage, judge, compare and expose themselves to the culture.
“The more you talk to a principal in the Soweto school, the more you understand schools in Philly,” Bhayroo said. “The more you can connect students in Soweto with students in Philly, the more we can have conversations across the planet about common things that can affect us.”
Bhayroo required a written weekly recap of questions, concerns and overall reactions from each student during the trip, which he usually responded to with great detail. He also required journal narratives from students, which described individual, significant experiences. Ten months after the program, Bhayroo administered an open-ended questionnaire, which had students highlight learning experiences during the trip that have shown long-lasting effects on their lives.
One student Bhayroo highlighted anonymously in his research paper wrote, “I still have discussions with my parents and my friends about my experiences in South Africa. My experiences there also encouraged me to take a more active interest in what goes on in the world around me, particularly things that happen in parts of the world that are typically overlooked by the American media. I now make it a point to read a wider variety of news sources from different countries, and to actively seek out different points of view on different issues.”
Through the response papers, journal entries and post-program questionnaire, Bhayroo was able to gain an understanding of students’ development of awareness of social justice issues, show critical awareness of experiences that encouraged learning and become aware of how this critical awareness was reflected in students’ lives during the year after the program.
“I found it quite remarkable because not only were participants able to develop a better sense of issues of human rights, social justice by living and working in the community, they were able to make comparisons with their home – their home being the United States – and being able to compare, for example, income inequality, wealth disparities, and observe that there are very similar material conditions in the U.S. as there are in South Africa,” Bhayroo said.
Growing up in Lenz, a former Indian township in Gauteng, South Africa, and working as a journalist and professor in Johannesburg for several years, Bhayroo was able to provide sources and connections for the study away participants that no other SMC study away program offers.
“One of the things about South Africa, is simply the fact that we have somebody who really knows the country to go along,” Jacobson said. “It’s not a faculty member who likes the place and wants to go along and take some students, it’s somebody who really knows country and so that’s an educational benefit for us and for the students.”
Bhayroo said he learned a lot from the pilot program too. On a practical level he learned how to make it better for next year, and also learned what it was like to experience his culture through an outsider’s eyes, through the questions that were asked, the stories students were interested in telling and the research participants engaged in.
Jacobson and Bhayroo plan to extend their stay in South Africa longer than the IAMCR conference.
Bhayroo will stay to conduct research, follow up with individuals study away students met and produce a short documentary. Jacobson will be at North-West University in Potchefstroom for three days where he will be consulting on graduate studies and contributing research to faculty members. Bhayroo plans to show Jacobson Life on 3rd, the Melville living quarters of SMC’s South Africa study away program, and take him to meet the people students worked with and the places students went last summer.
By Lauren Hertzler, student writer for International Affairs
Izzat Rahman, a recent Temple graduate, is living the American dream as he watches his first business grow and succeed.
Rahman, from Kuala Lumpur, Malaysia, transferred from HELP University to Temple in Fall 2009. HELP University, with its Main Campus located in the most populous city in Malaysia, was founded in 1986 to provide affordable and quality education to Malaysians, and brands itself with an “established international reputation,” according to the university’s website.
Within three years of living in Philadelphia, Rahman made his name known, excelling as an Entrepreneurship student with a minor in Management Information Systems, becoming an active leader in student organizations and achieving finalist status in Temple Fox School of Business’ Be Your Own Boss Bowl with his very first business plan.
But Rahman didn’t have to win the competition to maintain faith in his business idea – a bike shop catered toward college students – considering his very own bicycle shop, Kayuh Bicycles, 1900 W. Girard Ave., successfully opened Saturday, June 2.
Rahman wasn’t a cycling-enthusiast at the time he crafted his business plan last spring, but still saw the potential for a bicycle shop for students ages 18-25, providing a “platform where cyclists or non-cyclists can meet up, can just frequent, and get to know more about bikes and the safety issues,” Rahman said.
Now, adapting to the commuting-by-bicycle lifestyle himself, Rahman sees the lack of educational initiatives cycling shops in the area offer and recognizes the need for bike rental programs, custom built opportunities and cheaper options, especially for college students.
At Kayuh Bicycles, Rahman hopes to provide all that and more, “making it a more personable experience, more relatable, and [trying] to get in touch with students,” he said.
On Saturday, Kayuh – also known as “pedal” in Malay – Bicycles opened at 9 a.m. and extended its closing time from 7 p.m. to 11 p.m., offering free pizza and drinks from the neighboring pizza shop, Garden Pizza, for the remaining three hours.
Leading up to opening day, Rahman said, his experience had been “really hectic and unexpected.”
“One thing about doing a business is sometimes you have random things pop up,” Rahman added.
Endorsing his business through promotional flyers, Facebook, Twitter, YouTube and an interactive website, www.kayuhbicycles.com, Rahman was pleased with the turnout for his first day.
“Seeing a great group of friends and people from the community come out for a small start up business – I’m incredibly grateful for their support,” Rahman said.
Rahman’s mother, an entrepreneur herself, and father, who has instilled the importance of experiencing American culture in his children, have been supportive of Rahman’s efforts and leading monetary donators, along with other family and friends, for the start-up company, Rahman said.
Rahman also worked at Color Wheel Bikes, 2711 W. Girard Ave., for about a year and did repairs at home to raise capital and gain experience for his new business.
Rahman recruited a former coworker, Paul Hill, who has been working on bikes for more than two decades, as his head mechanic.
Hill, a Philadelphia native and life-long cyclist, who on opening day spent most of his time in the back of the shop constructing and repairing bicycles for new customers, said of Rahman while assembling a bike, “I see determination and dedication. He’s not just into it for money, I think it’s something he loves.”
“And with that, I can see where he has a chance of making it,” Hill added.
Right now, Rahman’s business offers road, refurbished, custom built, single-speed, rental and fixed-gear bicycles, along with unique merchandise from Vaya bags, a start up in Queens, N.Y., and Road Runner bags, a small business in California. He also offers educational books on bicycling, to expand customer knowledge.
Rahman’s sister, Zihanna Rahman, an English student at Northeastern University in Boston, Mass., has been helping her brother with his start-up shop since early May and plans to stick around for the rest of the summer for moral and business support.
Ordering inventory, painting and arranging the store, updating social media and assisting with the website have been most of Zihanna Rahman’s tasks throughout the past few weeks, as she watched her brother’s company rapidly gain followers and supporters from the community.
“He’s made friends in the three weeks we’ve been fixing up the store,” Zihanna Rahman said on opening day. “We hadn’t officially opened, but people have come in...we’ve had customers from like two weeks ago. He doesn’t turn people away, he encourages biking, he’s really passionate about it.”
In the future, Izzat Rahman hopes to recruit brand ambassador students from universities and colleges in the area and establish cycling events to bring people together, encourage a new hobby, expand views of the city and represent a sustainable and cost-effective way to get around the area.
“I met a lot of new friends through biking, because all of us you know, we have common ground,” Izzat Rahman said.
Izzat Rahman’s experience at Temple, a university in a city that he said has “character,” helped prepare him for his current achievements to an extent, he said.
Although having to step out of his comfort zone, which was school, and step into the real world of permits, lawyers, last minute regulation rules and more, which he wasn’t fully prepared for, “The main thing I really appreciate by coming to [Temple] is the network and the connections,” Izzat Rahman said.
“It’s all about networking and believing in your idea and going all out,” he added.
Izzat Rahman hopes this experience prepares him for his future of being a serial entrepreneur.
“Hopefully I can learn from my mistakes and prepare,” Izzat Rahman said.
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.
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
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.
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.
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.
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 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!
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.
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.”
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
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
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.