Terra Nostra Spring 2012

Terra Nostra* SPRING 2012

*Latin for “Our World”

Published each semester by the International Education Center of Georgia College. Available online at gcsu.edu/international

Georgia College Signs Agreement with Korea National University of Transportation

INDEX GC signs agreement ..........1 Ecology on San Salvador Island ..................................2 Open letter to Deputy Prime Minister of the Bahamas .............................3 Staff Addition .....................4 Campus Notes....................4 Strategic Plan .....................5

Delegation from Korean National University of Transportation visited Georgia College: left to right, Kwang-Hyun Kim, professor of International Business & Commerce; Hyek-Seok Kwon, dean of International Affairs; Sung-Hee “Sunny” Park, professor at Dalton State College; Byung-Jib Jang, president; Young-Yea Kim, wife of president; Woo-Jung Kang, dean of Academic Affairs; Jong-Sul Park, team leader of International Affairs; and Bok-Shik Hwang, chief presidential secretary; and from Georgia College Dwight Call, assistant VP for International Education; Sandra Jordan, former provost (partially hidden); and Stas Preczewski, interim president.

Danish Health Care ............7 New Techniques.................8 Study in Greece..................9 Visiting Ecuador students...9 Philippine Health Care .....10 Alumna receives scholarship........................10 GC is charming.................11 International Dinner..........12 Moving On .......................12 Green towel around the world ..........................13 Alumni News ....................14 Pledge Form.....................15

Signing of agreement with Korean National University of Transportation: front row, left to right, Byung-Jib Jang, KNUT President; Sandra Jordan, former provost; back row, left to right, Woo-Jung Kang, dean of Academic Affairs; Sung-Hee “Sunny” Park, professor, Dalton State College; Dr. Dwight Call, GC assistant VP for International Education; Stas Preczewski, GC interim president; and HyekSeok Kwon, dean of International Affairs.

On May 3, Georgia College welcomed a delegation from the Korea National University of Transportation (KNUT). Dr. Stas Preczewski, interim president of Georgia College, and Dr. Sandra Jordan, former provost, met with Dr. Byung-Job Jang, President of Korea National University of Transportation, to discuss the many possibilities that a memorandum of understanding between the two universities might provide for educational and cultural exchanges, including student exchanges, faculty exchanges and collaboration on study abroad programs.

Representing Korea National University of Transportation were the president, Dr. Byung-Job Jang; Dr. Hyek-Seok Kwon, Ddean of International Affairs; Mr. Jong-Sul Park, team leader of International Affairs; Dr. Woo-Jung Kang, dean of Academic Affairs; Dr. Kwang-Hyun Kim, professor of International Business and Commerce; and Mr. Bok-Shik Hwang, chief presidential secretary. The president’s wife, Ms. Young-Yea Kim, also attended. Dr. Sung-Hee “Sunny” Park, assistant professor of Management Information Systems at Dalton State College, introduced Georgia College to KNUT. “We are proud to add another international partner with which Georgia College faculty can collaborate and another option for student exchange abroad,” said Dr. Dwight Call, assistant vice president for International Education. “Georgia College has university partners on six continents, which offer both faculty and staff many options for learning about the world. Already the College of Business and Department of Information Systems and Computer Science are working on details for bringing to campus KNUT faculty member Dr. Yoonae Ahn from the Department of Medical Informatics and Engineering. In addition, when Young Ho Cha from Financial Services was recently in Korea on holiday, he was warmly welcomed when he had the opportunity to visit KNUT.

gcsu.edu/international

GEORGIA COLLEGE Stas Preczewski Interim President Tom Ormond Associate Provost

Ecology on San Salvador Island, The Bahamas This Maymester marked the 13th consecutive year that Dr. Melanie DeVore, Georgia Power endowed professor of Environmental Science, has directed a summer study program on San Salvador Island in The Bahamas. The students study and conduct research of that island’s unique ecological systems and get to interact with the approximately 800 permanent residents of the island, many of whom work at the Gerace Field Station.

INTERNATIONAL EDUCATION CENTER STAFF: Dwight Call Assistant Vice President for International Education Libby Davis Associate Director and International Student Adviser Scott Terry Study Abroad Adviser

Sea turtle, photo by Matt Boyle

Liz Havey Study Abroad Adviser Jason Wynn International Admissions Counselor

Maymester 2012 Study Abroad group poses with the famous Georgia College green towel, held by the three students seated on the ground. Photo by Sandy Voegeli

Mary Anderson Secretary Lucine Colignon, Callie Heisner Interns Sarah Crile, Ciara Evans Student Workers

Location: The Bone House Phone: 478-445-4789 Fax: 478-445-2623 Campus Box 49

Georgia College, Georgia's designated Public Liberal Arts University, combines the educational experience expected at esteemed private liberal arts colleges with the affordability of public higher education.

Its four colleges - arts and sciences, business, education and health sciences provide 6,600 undergraduate and graduate students with an exceptional learning environment that extends beyond the classroom, with hands-on involvement in faculty research, community service, residential learning communities, study abroad and myriad internships.

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Bahamas Ecology students head out by truck to the morning’s research site.

Bahamas Ecology students analyze specimens in the lab.

Matt Boyle and Chris Karafotias dive for specimens. Only properly certified Divers Alert Network (DAN) divers can scuba dive; other students snorkel. This is Matt’s fourth year doing island research and Chris’ second. Both are returning in July to assist with Sea Camp for the local kids. Photo by Sandy Voegeli

An Open Letter to the Deputy Prime Minister of the Bahamas May 22, 2012 Honourable Deputy Prime Minister Davis, Congratulations on your recent success in the election. We fully support your initiative to create a national land and sea park to manage the pristine marine resources of San Salvador. We, the students of Georgia College, recently experienced the pleasure of spending two weeks studying ecology at the Gerace Research Centre on the beautiful island of San Salvador. San Salvador has many unique resources some not found anywhere else in the world: conchs, groupers, crawfish, sea birds, iguanas, turtles, coral reefs, and sharks, to name a few.

Unfortunately, all of these unique resources and more are facing threats.

Through the establishment of a land and sea park, existing fishing regulations would be enforced by a park ranger. Despite the excellent fishing regulations of The Bahamas, we found 79 percent of recently harvested conchs at one location were juveniles – far below the legal regulations. If conch populations are not managed now, The Bahamas may face a similar fate as in the Florida Keys. In Florida, conch populations declined and harvesting was banned in 1985. However, the conch population was so depleted that it has yet to recover. By taking proactive measures now, we believe The Bahamas can avoid this conch tragedy, as well as many other species which face similar threats.

A national land and sea park would not only ensure the survival of the resources which existing tourism now depends, but may also stimulate ecotourism in San Salvador and provide sustainability for future generations. The park can be financially supported by selling dive tags to visitors, students at the Gerace Research Centre, and guests of Club Med Columbus Isle. After a mere two weeks of selling the 2012 dive tags through Club Med, the San Salvador Living Jewels foundation has raised over $1,500. We believe visitors will gladly support a national park.

We passionately support the establishment of a national land and sea park in San Salvador. Investing in a national land and sea park is investing in Bahamians. The unique resources of San Salvador are relatively healthy; we believe now is the time to step up. Thank you in advance for your time and careful consideration.

Respectfully, The Georgia College 2012 San Salvador Study Abroad Island Ecology Caroline Potterf, Geology Devin McGinty, Biology Megan Barnes, Biology Kristen Humphries, Biology David Hasslinger, Environmental Engineering Antoinette Nienaber, Biology Brittany Haoui, Biology Morgan Mahaffey, Biology Jessica Gomez, Biology Tony King, Environmental Science Christie Bryan, Biology Charis Kehrer, Biology Susanna Proctor, Biology Melissa Johnson, Biology Chris Karafotias, Biology Matthew Boyle, Biology

Response from Deputy Prime Minister: Hello All: The deputy prime minister has asked me to follow up on your suggestions included in the attached letter (and, photo!) for him. Conversations about San Salvador are now in process, which include your idea for a Land and Sea Park. I am more than happy to work with you to help realise the goal and will seek to keep you involved in the process. I look forward to getting to know you as we work together to achieve our mutual goals.

Mr. Davis, the deputy prime minister, is an excellent man who cares deeply for his countrymen and the treasures of the land and sea which God has so greatly blessed The Bahamas. He agrees with you that these treasures of the land and sea must be protected.

For those who do not know me, Velda Knowles will be able to provide guidance on my bona fides to follow through on this.

Yours sincerely, Philip Smith

Follow up from Eric Carey, executive director, Bahamas National Trust: Dear Mr Smith and DPM Thank you for your note - this is very encouraging and I look forward to working with you immediately to move this forward.

I am including in this email David Knowles who is the Director of Parks for the BNT and Lakeshia Anderson who is the parks planner.

The creation of a National Park for San Salvador has been a project in process for many years now, and I am confident with the support from the DPM and with your facilitation we can make this happen finally. San Salvador has many wonderful natural assets which lend themselves perfectly to a National Park, and its rather isolated location from other shallow waters in the Bahamas means that there are special considerations that need to be made to protect especially its very limited marine nursery mangrove areas.

The marine environment including its reefs have supported some of the most spectacular diving in the Bahamas, and to ensure protection and effective management is critical.

The Seabirds of San Salvador are amongst the most diverse in the Caribbean - more species of seabirds nest on the cays surrounding San Salvador than any other island in the Bahamas, and perhaps the entire Caribbean!

Velda will remember the many meetings, letters and just general discussions we have had about this over the years. We recall the packed rooms as residents came out in full force to demonstrate their suppoirt for the effort.

The proposal was submitted early in 2007, and in the five years since, we had numerous meetings with relevant government agencies to try resolve several issues that were identified in the proposal. The urgency to protect the natural environment of San Salvador is even more pressing now than when we initially submitted the proposal and I am very excited to see this finally moving ahead again.

I would like to arrange a meeting with you at your earliest convenience to discuss this matter. Please let me know when you are available to discuss this.

(Now I am inspired to go and play one of my most favorite songs - The LIVING JEWELS OF THE LAND, THE SKY AND SEA - Sung by Ira Storr and Children of San Salvador.)

Sincerely, Eric Carey

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An Addition to the International Team:

Scott Terry The International Education Center continues to support Georgia College in the development of intellectual, professional and civic skills and dispositions that enable graduates to thrive in an information-intensive and diverse global society.

The International Education Center enjoys the support of over two dozen faculty members of the International Education Committee comprised of four subcommittees that deal directly with curriculum, faculty, international students and study abroad issues. Since its inception in 1982, the committee continues to play a key role in supporting all international aspects at Georgia College, both inside and beyond the classroom. Additionally, many other faculty support international programming on campus by teaching on study abroad and incorporating international material into the curriculum.

Georgia College offers more than 200 programs in more than 50 countries as part of its mission to provide students with high quality international and cross-cultural learning experiences. The diverse mix of destinations and disciplinary foci ensures that there is a program that meets each student’s need, regardless of their academic, personal or professional objectives. The International Education Center actively supports students throughout their study abroad experience. Students receive one-on-one guidance in choosing a program that fits their needs and in identifying scholarships, as funding remains the largest barrier to students going abroad.

As Georgia College again prepares to send over 200 students abroad this summer, the International Education Center welcomes Scott Terry to the team, as a study abroad adviser. Scott comes to us with a master’s degree in globalization and educational change from Lehigh University in Pennsylvania. He enters higher education possessing a professional background in business, having completed his MBA and undergraduate degree in management. Terry first experienced study abroad during a short-term, high school exchange program in England. He spent an undergraduate semester abroad at the University of Newcastle in Australia and during his graduate studies he participated in a comparative program in Germany and Romania.

He has also traveled to several other countries in Europe and the Caribbean.

Terry highlighted his own experience as a first-generation study abroad student in animating his understanding of self, identity and community. “The opportunity to explore foreign cultures has allowed for reflection on my own personal beliefs and values,” according to Terry. He is excited to help Georgia College students develop their own critical thinking skills through field study, research, internships and service opportunities, in addition to academic coursework abroad. Terry is enthusiastic about advising students through the entire study abroad process from planning to returning home, noting that “study abroad is not simply just a summer or semester experience. It is a lifelong learning affair that impacts your time on campus and into the professional arena.”

The Institute of International Education reports that 270,604 U.S. students studied abroad for academic credit in 2009/10 and U.S. student participation in study abroad has more than tripled over the past two decades. With more leading higher education institutions going global, Georgia College continues to emphasize internationalization as part of its mission. This is evident from the institution’s commitment to providing a firm international foundation in the core curriculum, ongoing work with academic departments to establish international learning outcomes and the addition of an academic International Option Degree Designation that can be added to any major.

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CAMPUS

notes This year two Georgia College students have been awarded Gilman Scholarships for $5,000 each: • Anna Ellyse Pierce (double major in environmental science and Spanish) is scheduled to study in Chile for Fall 2012; • Savannah Moore (double major in physics and mathematics) is scheduled to study in India for Academic Year 2012-2013.

The Gilman Scholarship Program offers awards for undergraduate study abroad and was established by the International Academic Opportunity Act of 2000. This scholarship provides awards for U.S. undergraduate students who are receiving Federal Pell Grant funding at a two-year or four-year college or university to participate in study abroad programs worldwide.

In the upper right hand corner of the quilt on the left is a square depicting the parade of international flags during International Day on the Front Campus. To the left of that is the graphic image that will be used for the February 4 - 6, 2013 Global Citizenship Symposium: Literacy, Learning, and Leading: Education for a 21st Century World, Georgia College’s 6th annual symposium.

The American Democracy Project’s Engaged Scholars Quilt Project, coordinated by Gregg Kaufman, instructor and director of the American Democracy Project represents 31 distinct programs in which students, faculty, and staff apply their scholarship in community-based settings and contribute thousands of service learning hours in addition to the amazing work of the GIVE Center. The three quilts were pieced together and quilted by Terri Taylor, spouse of Charles Taylor, manager, Network and Systems Administration. Charles “volunteered” Terri when we published an appeal for quilting expertise.

The quilts were exhibited on the Health Sciences Building’s third floor in time for the Student Research Conference and were used for a presentation entitled Georgia College’s ADP Quilt: How Civic Agency Is Stitched into the University’s Culture at the Tenth Annual American Democracy Project Meeting in San Antonio in June. The quilts’ permanent home will be the new Center for Engaged Learning at Georgia College, 202 Clarke Street, across from Russell Auditorium.

International Education Strategic Plan For the past year members of the International Education Committee have reviewed and updated their International Education Strategic Plan. A task force comprised of Dr. J.J. Arias (economics), Dr. Flor Culpa Bondal (nursing), Libby Davis (associate director, International Education Center), Dr. Ron Fietkau (chemistry), Dr. Sunita Manian (interdisciplinary studies), Dr. Lyndall Muschell (education) and Dr. Dwight Call (assistant VP for International Education) met individually with deans, chairs and sometimes groups of faculty to talk about where the university wants to go in the next five years. In addition to the following updated International Education Center Mission Statement and five year goals and outcomes, the committee is also sharing with the colleges what they have individually identified as goals.

International Education Center Mission Statement:

The International Education Center of Georgia’s Public Liberal Arts University promotes international and cross-cultural learning, as well as respect for diversity, and helps the University produce graduates who are prepared to accept their responsibilities as citizens of the world. In order to achieve its mission, the International Education Center works with faculty members and students to internationalize both curricular and co-curricular dimensions of the liberal arts education offered at Georgia College. Its programs on campus and abroad help students develop the knowledge, attitudes and skills necessary to understand and effectively to participate in the global society.

International Education helps Georgia College to meet its four University Shared Learning Goals: (1) Written and oral communication; (2) Critical thinking; (3) Global understanding; and (4) Informed citizenship.

add lesser studied languages, e.g., Arabic, Chinese, Japanese, Portuguese; additional departments need to encourage majors to study abroad, including capstone.

University-Wide Goals:

• The International Education Center will continue to assist the academic units in their efforts to internationalize the curriculum.

• The departments will incorporate an international and cross-cultural dimension into as many of their courses as appropriate, integrate study abroad into the majors, consider including study abroad as a senior capstone option, and encourage enrollment in the International Plan and regional certificates and minors as appropriate.

• The International Education Center will work with the Career Center to assist graduating seniors with planning overseas employment, internships, graduate study or volunteer service.

Outcomes:

Five-Year Goals and Outcomes (2012-2017):

Keeping in mind that international and intercultural studies are an important part of a Georgia College liberal arts education, the International Education Committee and the International Education Center aspire to achieve the following goals by the end of Academic Year 2017. They encourage effective communication across campus and collaboration in achieving these goals.

They have worked with and encourage the various academic units to assist Georgia College in reaching them. In all of the goals listed below, the International Education Committee strongly encourages the study of non-western cultures in addition to western cultures.

1. Curriculum Strengths: All students required to take three

Global Perspectives courses, including the GC2Y Global Perspectives course required of all sophomores. At least 12 majors have incorporated international learning outcomes; International Plan available to all majors; various minors: International Studies, Asian Studies, Latin American and Caribbean Studies, Africana Studies; languages offered: French (major), Spanish (major), German, Italian; many departments strongly encourage majors to study abroad.

Weaknesses: Additional majors need to incorpo-

rate international learning outcomes; need to

• 60 percent of academic departments will incorporate international learning outcomes.

• The number of students pursuing the International Plan will increase from the current 10 to 20.

• The number of graduating seniors going abroad to work or study following graduation will increase from the current 8 to 20.

Resources needed by the International Education Center: Supportive administrators, faculty and staff, as well as incentives for developing additional globally focused courses.

2. Study Abroad, an important component of Curriculum Strengths: Faculty from many departments and

all colleges teach on programs abroad, and the university makes study abroad programs available to its students in virtually every discipline.

Many colleges and departments encourage their students to study abroad on summer and semester programs. Currently 20 percent+ of Georgia College graduating seniors study abroad and the number is growing annually.

Weaknesses: All departments need to encourage

their faculty to teach abroad and their students to study abroad. Several other departments would benefit from requiring their majors study abroad.

University-Wide Goals:

• Eight percent of the Undergraduate students enrolled at Georgia College will go abroad each year for significant summer or semester programs of study, which would be approximately 35 percent of graduating seniors having studied abroad.

• Every academic unit will identify appropriate summer and semester study programs abroad for their majors and encourage (or require) their students to participate in study abroad.

Additional departments will require all majors to study abroad, offering alternative options for those unable to do so. Students will be encouraged to do a senior capstone abroad.

• Chairs and deans will regularly evaluate the academic quality and cross-cultural learning component of their departments’ study abroad programs.

• The International Education Center will assist academic units in collaborating with University System of Georgia institutions in sponsoring study abroad programs and will assist individual faculty members in developing their own programs, giving special emphasis and priority to non-western destinations.

Outcomes:

• Two additional majors will require study abroad.

• Every major will offer study programs abroad for its students.

• 35 percent percent of graduating seniors will have studied abroad.

Resources needed by the International Education Center: In order adequately to assist students going abroad for study, the university needs to quadruple the current $60,000 that is available from endowments established by generous donors.

In addition, study abroad requires supportive administrators and staff, as well as faculty to develop and lead short-term study abroad.

3. Faculty Strengths: Many departments and colleges

encourage faculty to list international involvement on the Individual Faculty Reports under the appropriate headings of teaching, research and service. Several departments seek international diversity in their hiring.

Weaknesses: Additional departments and col-

leges need to recognize and reward faculty to develop internationally and to list international involvement on their Individual Faculty Reports.

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University-Wide Goals:

• The International Education Center encourages departments and colleges to recognize, increase and support international teaching, research and service in their promotion and tenure policies and consider international experience in their hiring criteria.

• The International Education Center will assist with identifying international teaching, research and service opportunities for faculty.

Ten percent of Georgia College faculty will participate in faculty development, research projects, and teaching abroad each year.

• Academic units will encourage their faculty members to develop and lead new academically challenging study abroad programs, giving special emphasis and priority to non-western destinations and academic needs not already being met.

Outcomes:

• 10 percent of Georgia College faculty will participate in international faculty development, research projects or teaching abroad each year.

• All departments will include international teaching, research, and service on faculty evaluations, not necessarily as a separate category.

• At least two departments will have established on-going faculty exchanges with partner universities.

Resources needed by the International Education Center: Three studio apartments for visiting international faculty doing research or teaching at Georgia College, as well as faculty interested in participating in exchange.

4. Partner Universities Strengths: Georgia College has approximately

two dozen partner universities worldwide, many exchange students, some exchange faculty and others share research. Two have joined GC faculty in collaborative video conferenced classes.

Weaknesses: In order to have appropriate exchange partners in all world regions, Georgia College needs to develop partnerships in China, New Zealand, sub-Saharan Africa and Vietnam.

University-Wide Goals:

• GC will expand its international relationships to include at least 35 active exchange partners that provide the university with a worldwide network representative of all world regions and a classroom that is the world.

• GC will increase the number of faculty and students going abroad on exchange and increase the number of both coming to GC. Outcomes:

• Initiate exchange partnerships with universities in China, New Zealand, sub-Saharan Africa and Vietnam.

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• The number of actual exchange partners will increase to 35.

• Each college will have at least one faculty exchange each year.

• The number of exchange students both inbound and outbound will exceed 30.

Resources needed by the International Education Center: Three studio apartments for visiting international faculty doing research or teaching at Georgia College.

5. International Students Strengths: Georgia College is fortunate to have

approximately 100 international degree-seeking and exchange students from many corners of the world, who bring their diversity and share their cultures both in class and outside. The number of inbound exchange students has been gradually increasing each year, as the number of outbound exchange students also increases. Exchange and degree-seeking international students share their countries and cultures in the public schools and on campus and sponsor excellent International Day and International Week programs. The International Education Center offers excellent cross-cultural and visa counseling through its excellent staff, American Language and Culture class, and Connections program.

Weaknesses: The number of degree-seeking stu-

dents has been dropping gradually over the past half dozen years due to the increased cost of attending Georgia College and the lack of a recruitment budget to tell the world about Georgia’s Public Liberal Arts University. In addition, Georgia College has few scholarships targeted at international students.

Outcomes:

• Three percent of the degree-seeking and exchange students enrolled at GC will be international.

• Two percent of undergraduate and graduate student graduates will be international.

• International students will make a dozen presentations each year at schools or for civic organizations.

• At least five international students will make presentations at the annual Student Research Conference or other academic conferences.

Resources needed by the International Education Center: $70,000 recruitment budget to publish and mail appropriate brochures and flyers, to participate in recruitment fairs abroad and to advertise in print and electronic media.

• In addition, in order adequately to assist financially needy and academically good international students, the university needs at least to quadruple the current $3,000 that is available from University Advancement for international students so that scholarships can be offered to new freshmen.

• When the number of international students at GC grows, the International Education Center may need additional staff.

6. Co-Curricular Programming Strengths: The International Education Center

collaborates broadly across campus with International Club and other programming including the Global Citizenship Symposium, First Friday Foreign Films, etc.

Weaknesses: Student organizations and resi-

dence halls need to increase their international awareness and programming.

University-Wide Goals:

• Every academic unit will identify programs that are especially attractive to international students and assist International Admissions in its recruitment efforts by developing flyers, underwriting advertisements and assisting with mailings.

• Every academic unit will work to encourage the retention and success of its international students.

• Every academic unit will encourage and make opportunities available for international students to share their international experiences in the classroom and in co-curricular activities.

• The International Education Center will continue to improve its services to international students, thereby retaining them to graduation and securing their support in future recruitment efforts.

University-Wide Goals: Student participation in co-curricular international programs will continue to increase.

• The International Education Center will continue to collaborate with departments and programs across campus on a variety of international programs, including Global Citizenship Symposium, film series, etc.

• The International Club will continue to include 50 percent U.S. students.

Outcomes:

• Increase by 50 percent the number of students participating in the Global Citizenship Symposium, First Friday Foreign Films, International Day and Opportunities Abroad Fair.

Resources needed by the International Education Center: Supportive administrators, faculty and staff, which means good support from both University Communications and University Advancement.

The Danish Health Care System Compared to the American – Mathias Walther, Exchange Student from Denmark The following is excerpted from a paper submitted for ESLG 1001 and demonstrates the value of having international students with diverse perspectives in the classroom.

anish Citizens often hear the politicians arguing that the Danish health care system is one of the best and most efficient in the world, but holding that position also takes a high price. According to the international auditing firm KPMG, Denmark is currently the country with the highest income tax rate on personal income with an average of 55.4 percent (KPMG, 2010). In fact, some millionaires in Denmark pay up to 73 percent in personal income tax, and a large part of that money goes directly to the ‘free’ Danish health care system (except dental care if you are above 18 years of age).

D

The interesting question is how more than 90% of the Danes can claim that they are fully satisfied with the Danish Health care system, when they have to give more than half their paycheck to the Danish government each year even though they might be perfectly healthy and do not need to use the free health care services?

In order to find an explanation to this paradox, the report will first clarify how the Danish health care system works.

Secondly, it will compare the Danish system to the American system and discuss how the American health care system can be the most expensive in the world and more than twice as expensive as the Danish system per capita.

The Danish health care system is 100 percent ‘free’ for all Danish citizens. However, using the word free might be slightly misleading. The reason why it is possible to call the system ‘free’ is because the Danes will never have to pay a bill for going to the hospital or to see their doctor.

The system is fully funded through taxes, which then, of course, means that the income tax is higher than in a country like America, because the system there is funded by the people who need the services or their health care insurance, which usually is provided by employers, and in many cases, only 50 percent of the costs are covered.

In order to be more precise, the Danish form of government is centralized as far as lawmaking, etc., but when it comes to health care, the system is decentralized.

Denmark is divided into five regions and 98 municipalities. Each region covers several municipalities. Only the municipalities are considered local authorities. The rules concerning regional government are written in the Regional Government Act. The local government act contains the same rules for all municipalities. Each region fully controls its own hospitals and the municipalities have local medical centers where people are able to visit their doctors. Each year, the five regions are provided with a certain amount of money from the Danish government that is meant to cover all the health care services each region has. However, the government does not intervene with the way each region spends the money, but if

the regions continuously overspend the funds from the government, they will most likely be sanctioned and put under public administration until they are able to control their funds again. Whether one needs to see the doctor for a routine checkup, have minor as well as major surgery in the hospital or even need some essential cosmetic procedures, he/she will never have to pay anything. In fact, there is a law saying that a person has the right to use a private hospital or travel to another country with full economic coverage if the waiting list is too long in the public hospitals. This system essentially means that Danes have an incredible health care safety net that ensures quick and effective treatment for any medical disease they might have or get.

Having a system like the one described, essentially means that it is a very good business for the Danish government to have people stay healthy in order to spend the least amount of money on health care each year. This is also the reason why buying unhealthy products such as junk/fast food, candy, soda, ice cream and tobacco is so expensive. In 2009 the Danish government implemented an additional so-called ‘fat & sugar tax’, which meant that all products with a high percentage of fat and sugar became even more expensive than they already were. As examples, the price of candy, chocolate and ice cream increased by 25 percent, the price of sodas with added sugars was increased by 26 percent, and meanwhile the price of light sodas was decreased by 37 percent in order to encourage people to choose sodas without sugar.

When examining the American health care system, one can argue that it is much more individualistically oriented than the Danish. Because life expectancy is increasing every year in America, more retired people are entitled both to payment of social security and to medical care, under the Medicare program. The elderly already account for 40 percent of the use of short-stay hospitals, and expenditures for Medicare are increasing more than $40 billion annually. These programs are great threats that overwhelm the federal budget in the long run. In America, no comprehensive medical program protects each citizen, as is the case in Denmark and other prosperous European countries. As mentioned earlier, many Americans get medical insurance through their employer, who usually pays about half the cost. In 2005, Americans spent $6,270 per capita on health care each year. America spends 13 percent of their gross national product each year to pay for medical care, and yet one in seven people is not covered by an insurance program. The most serious problem might come from the high cost of malpractice suits, or lawsuits brought by patients, which results in damage payments of millions of dollars. In a Denver Post dated Sept. 3, 2009, Health Care in Denmark, Christopher Rosenmeier criticizes the American system for being too wasteful. He argues that

the major problem in the American system is that it is too profit-oriented. There are medical insurance companies and lawyers working for profit and also an enormous amount of paperwork combined with using the health care system, which ultimately increases the final price for the patients.

Seen from a Danish perspective, the American system appears to be very individualistic. It is not citizenship that entitles Americans to medical care, but rather having a good job with the right benefits. When comparing the American and the Danish system, one can claim that the two systems perfectly reflect both cultures as the way they are constructed socially. In Denmark, they have chosen to have a system that is based on the saying, “the broadest shoulders should carry the heaviest burden.”

This is a system where, even though a person is not sick, he/she still wishes to contribute to the weakest parts of society in order to have a well functioning country with the least poverty and most equality possible. With functioning welfare and healthy people, one can say that the country ultimately gets richer and more equal, because more people are capable of contributing both economically as well as socially to society. The Danish people like to have a social security net and feel that they are living in a well functioning country that ensures the weakest a good living. One can argue that these are the main reasons that the Danes accept to pay more than half their salary in taxes.

In America, the philosophy seems to be more like the saying, “every man is the architect of his own fortune.”

Roughly said, this saying can be interpreted as each individual only pays for the things he/she needs, and every man is for himself in terms of social welfare and health care benefits. When looking at the differences between the two countries from another angle, it appears that it is a very good business for a lot of American businesses to keep Americans unhealthy, because of the way the system is constructed. Medical companies, law firms, fast food chains, doctors, hospitals etc. are all examples of companies ultimately benefitting from unhealthy people.

On the contrary, in Denmark, it is a very good business to keep people staying healthy, because the people finance the system collectively in order to get the services as cheap and efficient as possible.

There is not a right or a wrong way for a country to construct a health care system. It is all a matter of how much money the people can accept to pay overall based on the cultural norms and the majority people’s way of thinking, whether this way is either socially or individually oriented. A good argument for changing the American system is that it is more than twice as expensive as the Danish, but a socially constructed health care system might still be too un-American.

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Study Abroad Teaches Teachers New Techniques

On the left Dr. Rebecca McMullen, Associate Professor of Special Education, and Spenser Norris on the right work with students in London’s Queensmill School. Spenser participated in the 2010 study abroad to London and Paris and in January 2012 did student teaching in London. Photo by Dr. Craig Smith.

– Candace Morrow, University Communications With the stroke of the finger Georgia College senior Spenser Norris begins the morning lessons teaching the days of the week, vocabulary words and problem-solving skills. She incorporates graphics, videos and illustrations into classroom lessons using interactive SMART board technology to engage her third and fourth grade students.

“It’s a challenge to keep their attention,” the special education major said. “However, I’ve developed patience and learned various teaching techniques to keep them interested in the lessons and to help them grasp the concepts.”

Norris student teaches at Georgia Network for Educational and Therapeutic Support (GNETS) of Oconee in Milledgeville. The school provides special education services and therapeutic support to students with autism and those students with severe emotional and behavioral disorders. With the guidance of educators from Georgia College’s John H. Lounsbury College of Education, Norris applies her classroom lessons within the public school setting.

“Our students are trained to handle small-group instruction and control classroom situations using engaging resources like laptops and SMART boards,” said Dr. Rebecca McMullen, Georgia College associate professor of special education. “Through this real-world experience our special education majors become effective, inclusive teachers who can connect to students on different learning levels.”

McMullen observes and critiques her students while they teach in surrounding communities. She also prepares them for teaching experiences abroad. Norris and senior classmates Amanda Slack, Sara Taylor and Sara Landers, who study within McMullen’s special education cohort, traveled to London’s Queensmill School earlier this semester to gain international experience in special education. Queensmill School specializes in educating children diagnosed with autism. Dr. Craig Smith, chair of special education and

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educational leadership at Georgia College, has provided students with this study abroad learning opportunity since 2005.

“This year was the first time we placed senior special education majors there for their student-teaching internship,” said Smith.

“Queensmill School is designated a Center of Excellence for Autism Education in the United Kingdom. “The techniques and methods our students observed and participated in at the school broadened their repertoire of teaching skills and enhanced their exposure to a model program for autistic children.” The College of Education also has provided students with study abroad opportunities in Belize and Sweden.

During Slack’s three-week trip to Queensmill, she learned about different strategies, technology and equipment to accommodate autistic students. “The best advice I got is to stay flexible,” Slack said. “Things change in education, and your day can change in a second. You have to adjust and continue giving your students the education they need and deserve.”

The study abroad experience taught Norris to understand the lifeskill struggles that autistic students face every day – cleanliness, organization and forming friendships. “In the states we tend to focus a lot of our attention on just academics,” said Norris. “We take for granted skills like hygiene that these students have to confront and learn.”

As graduation approaches the special education majors continue to integrate their international lessons into local classrooms. The College of Education graduates approximately 38 special education majors annually. Preparing for graduation, Norris balances her coursework and student teaching at GNETS. For a servicelearning project Norris helps her students create and maintain a compost pile in preparation for planting a flower garden. “The project is a great way for them to get their hands dirty,” said Norris. “It also allows them to reuse school resources constructively. “They are learning about the process while having fun.”

Study in Greece Changed My Life –Morgan VanLuven, Senior Nursing Major In the summer of 2011 I spent my time studying abroad in Greece. To say that it changed my life and the way I view the world would be an understatement. I went with high hopes and expectations of what my visit would bring me, and I left with my expectations more than exceeded.

High school students from The British School in Quito, Ecuador recently visited Georgia College.

It’s not often that a group of prospective students from abroad visit the campus prior to applying. Their college counselor is Jason Mizell from Georgia who accompanied them. Hopefully some will return in another year or two to study.

While I was there, I got to see countless museums and go to the famous sites that I had only ever seen in textbooks and postcards. Most of my studies were devoted to ancient Greek cult medicine. Since I am a nursing major, I was really excited to go back to the roots of medicine and see where it all originated. I got to learn about how they practiced medicine and the things that they believed. I even got to visit a temple where people used to go to see a “healer.” Being in Greece, I got a better understanding of how much the Greeks really influenced our practice of medicine today.

Besides the academic aspect, I learned much about the people, the culture and myself. In Greece I met some of the most incredible people I’ve ever known. Their hospitality to strangers goes beyond words. The way that the Greeks really reach out to people that they do not know and give to them as if they have known them forever really struck me. It made me wish that people in the United States could be like that. Even in a time of turmoil in their government, they still kept a smile.

British School in Quito

Meeting people from a different culture makes you view your own culture very differently. Their whole culture is very different from ours. The way that the Greeks live is so much simpler and less extravagant than the way that we live here in the United States. Studying abroad really helped me grow as a person. I really “found myself” and made some really great friends.

I think being immersed in a culture with a group of people really brings you close and makes enduring friendships.

Studying abroad opened my eyes and changed my perceptions of different parts of the world and how truly beautiful and wonderful other places can be. My trip made me want to visit each and every part of the world to learn about their cultures and values. It made me want to expand my horizons and be more well rounded. It also helped in my decision to pursue being a travelling nurse when I graduate.

British School students with the famous green towel

I would recommend studying abroad to each and every person in college. Studying abroad gives you opportunities you might not otherwise ever have and I believe people should take advantage of that. You gain a better understanding of yourself and of different people from around the world all while getting an education.

Even though I have been back in the United States for months now, I find myself connecting things that I learned there with things that I learn here almost every day. Overall, it really was the most amazing thing I have ever done in my life and I hope that I get to take part in something like this again someday and I hope that other people take advantage of the opportunities given to them.

Javier Francisco, associate director of Enrollment Services, with Ecuadorean high school students

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Evidence-Based Health Care in the Philippines In summer 2013 the College of Health Sciences will offer a study program in the Philippines led by Dr. Flor Culpa-Bondal, professor of nursing and coordinator of the registered nurse – Bachelor of Science in Nursing program. Schools in the small island province of Bohol in the central Philippines will host the program. Bohol is roughly five times the size of Baldwin County, but one of the larger islands in an archipelago of more than 7,000 islands that comprise the Philippines.

The Philippines is divided into three main geographical divisions: Luzon, Visayas, and Mindanao. Its main language is Pilipino (Tagalog) but Filipinos speak 72 different dialects depending on the region and island.

Boholanos, as part of the Visayas region, speaks Visayan. Most Filipinos, however, can understand and speak English. The Filipino culture is a mix of Indo-Chinese and Spanish. Having been colonized for more than three centuries by Spain, Filipino ways are highly influenced by the Spanish culture, including food, traditions and religion.

Located in Southeast Asia, the Philippines is bordered by the China Sea and the Pacific Ocean. Bohol, being in the center of other islands, is mostly shelThe study abroad program in summer 2013 tered from high winds and hurricanes which makes it will focus on evidence-based health care and perfect for beach lovers and adventurers. Chocolate Hills on Bohol Island culture. The shift in the health care system Adventurers love trekking the Chocolate Hills which is a site of more than 1,000 individual almost symmetrical cone-shaped which calls for more scientific evidence to support health care practices mounds in the heart of Bohol. These hills are grass-covered limestone; the needs to be examined in the light of the different cultural factors that influence the provision of care. grass dies during summer, hence the name Chocolate Hills.

Alumna Lisa Baer teaching English in China

Study Abroad Alumna Receives Student Fulbright Scholarship Psychology alumna and Honors graduate Lisa Baer, who spent fall semester 2010 on exchange at the University of Pécs in Hungary, has been awarded a Fulbright English Teaching Assistantship to teach English to Mongolian students during the upcoming academic year. “My initial reaction was to laugh and then cry with happiness,” said Baer. “I couldn’t sleep for hours. Receiving a Fulbright award is one of the hardest things to accomplish.”

The Fulbright Program, sponsored by the U.S. Department of State’s Bureau of Educational and Cultural Affairs, awards approximately 8,000 grants annually. Its U.S. Scholar Program sends approximately 1,100 American scholars and professionals per year to roughly 125 countries. Scholars gain experience in lecture and research skills from a variety of academic and professional fields.

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Baer studied psychology because she enjoys research and the scientific process that goes into learning about something as unique as humans. After earning her bachelor’s degree, Baer moved to China to teach English. “This assistantship in Mongolia includes an independent research interest,” Baer indicated. “My research interest is a study on ‘Family and Cross-Cultural Values,’ which includes Hungarians, Italians, Americans and soon Mongolians.”

While advancing her research, Baer will work in a university setting to help students learn the English language. “I hope to gain a better cultural understanding of Mongolians while providing them with a clearer view of American cultures and traditions,” she said. “I want to learn their language, customs and traditions while having an amazing time.”

Georgia College is Charming - Dr. Adam Novotny, Professor of Economics from Eszterhazy Karoly College in Hungary “Georgia College is charming, like a jewel box, located in a beautiful college town with a friendly and cozy campus,” remarks Dr. Adam Novotny, reflecting on his semester at the university. “It has a nice relaxed feeling especially when the weather is nice, which is most of the time.” Novotny joined Georgia College as a visiting professor in economics for the 2012 spring semester from GC’s partner university, Eszterhazy Karoly College in Hungary.

Visiting Professor Dr. Adam Novotny from Eszterhazy Karoly College in Hungary

During his four months in Georgia, Novotny stayed busy and experienced many aspects of the campus and culture. He had the opportunity to view the campus through the eyes of a professor as well as a student, choosing to spend the first half of his stay in a house with a colleague further away from campus, and the second half living near campus close to students. He took full advantage of all of the campus facilities, in particular GC’s brand new state-of-the-art Wellness and Recreation Center, as well as the MAX dining facility where he enjoyed sharing meals with students and colleagues.

Watching Novotny interact with his students, one could quickly tell how they respected him and learned from his wealth of experience and perspective. In comparing his students and classes in Hungary to those in Georgia, Novotny noted that the classes are much more intensive in Georgia, as classes meet more often and more homework is assigned, which he thinks can be quite effective. He noted that students are basically the same everywhere, but those in the U.S. tend to need and demand more help, whereas in Europe students tend to be more independent. He appreciated that many students asked questions during his office hours, and he also particularly enjoyed his classes that had many international students enrolled because discussions were much more open and diverse.

Dr. Novotny with International Club students on Tybee Island

Novotny observed that one of the biggest differences in Hungary and the U.S. is space. In Europe, space is much more limited, and several faculty have to share office space at Eszterhazy, whereas at Georgia College, faculty have their own individual offices and there is room to build and expand. The other big difference and challenge is transportation, as visiting international faculty and students are always surprised to learn that public transportation is quite limited compared to their home countries. Fortunately, Novotny was able to borrow a car through contacts in a Hungarian club in Atlanta, which provided him the freedom to travel. An avid tennis fan, he had the opportunity to go to a major tennis tournament in Miami and see the world’s top players. He also visited Key West, Atlanta and Savannah during his stay.

There are numerous opportunities for continued exchange of students and faculty with Eszterhazy. A similar size institution, Eszterhazy Karoly is also located in a beautiful historic town, the town of Eger.

Eszterhazy has a long history and was founded in 1774 before the United States was even formed, as Novotny is quick to point out. Many of the subjects such as economics, political science and communications at the Eger campus are taught in English. Dr. Novotny hopes Georgia College students and faculty will take advantage of all that Eszterhazy Karoly has to offer and looks forward to welcoming his Georgia friends to his campus in future semesters.

For more information on Eszterhazy Karoly College visit: www.ektf.hu/english/index.html

Dr. Novotny in Savannah

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27th International Dinner

2011-12 International Club officers at the International Dinner present a bouquet of flowers: left to right, Esivue Kadiri, webmaster; Helni Roblero, president; Libby Davis, international student adviser; Nkechinyere Ekenna, Secretary; Callie Heisner, Treasurer; and Chike Rapu, vice president

Serving line

Dinner guests

Bone House

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Moving On The International Education Center is on the move, both literally and figuratively. This winter saw the center move from Lanier Hall to the Bone House at 141 South Clarke Street and the International Education Committee has updated its Strategic Plan, which is described elsewhere in this newsletter.

Built in 1903 the Bone House was bought and donated to Georgia College in 1972 by Frank Bone, founder of the very successful Bone Brick Company in honor of his wife, William Thomas Bone. The Bones never lived in the house.

Initially, the Bone House became home to the Alumni House and in 1981 it became for many years the headquarters of University Communications. For several years prior to welcoming the International Education Center it housed the Center for Student Success.

The house was built in 1903 by H. Stewart Wooten, a Milledgeville entrepreneur, whose father operated a well-known stationery/book store in early twentieth century Milledgeville. The most notable person to live in the house was Katherine Wilkinson Wooten, his wife, who, in 1917, came from Columbia Teachers College in New York City to teach at the Georgia Normal and Industrial College.

Although the Bones never lived in the house, Mrs. Bone’s portrait hangs in the front hallway of the house watching (kindly) the every move of visitors as they come and go. Dr. Bob Wilson, professor of history and the university historian recounts the many, many hours in 1988-1989 that he spent in an upstairs room writing the update to Georgia College’s history.

Frank and William Thomas Bone were ahead of their time. Mr. Bone expressed pleasure that “The school is showing interest in the racial questions and problems of the day.” In 1935 he and his wife joined former President Guy Herbert Wells and his wife in providing transportation for leaders of the student Young Women’s Christian Association to Fort Valley Normal and Industrial School, the black college nearest Milledgeville, where their visit provoked Mrs. J. E. Andrews, head of the Women’s National Association for the Preservation of the White Race, and nearly brought the removal of President Wells.

People ask about ghost stories related to the Bone House. International Education staff members haven’t yet heard ghost stories nor had any encounters, but they’re waiting.

Georgia College green towel travels the world: Matthias Jacob and other former international students are our best recruiters, but Matthias has done a great job with the towel!

Kuala Lumpur, Malaysia

Beach on Langkawi Island, Malaysia. Note the large letters “GCSU� outlined in the sand.

Shanghai, China skyline at night

Shanghai, China skyline during the day

Forbidden City, Beijing, China

Great Wall, China

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News

from our alumni around the world We look forward to hearing from former international and study abroad students and always welcome emails letting us know what you’re doing. We value and need your assistance in recruiting good students from around the world to study at Georgia College.

Despite being separated by vast distances and time, alumni from all corners of the globe stay connected by the strong bonds they formed at Georgia College. Find out what your Georgia College international friends are doing by joining our Facebook group at GCSU International Education Alumni. All former international and study abroad students and members of the International Club and their friends are welcome!

Mehul and Rishwa Patel

This past January Walter Agumbi and his family moved to New England, where he began a job with Liberty Mutual in Boston, working out of its Dover, N.H. office. They live in Durham, N.H. about an hour from Boston. Julia Roudkovskaya Dimitrov now works as senior applications developer/analyst at Emory University, the university where her husband, Nikolay Dimitrov, also works. Working with Citibank through its Africa Management Associate program, Japi Hamakowa has already had a chance to work in Zambia, Kenya, Tanzania and Morocco and is currently in South Africa, where he will be until the end of July.

Maik Henneberg is currently working for Bosch in Changsha, China, and Matthias Jacob has an internship with Volkswagen in Beijing. Kadmiel Kumar and his wife have added another member to their family last year in April, a boy named Jashn, which means celebration in Hindi. Althea Mumelo has an internship at a local bank in Nairobi and is taking evening courses at Strathmore University in preparation for getting certified as a chartered accountant. She’s enjoyed being back home with her family and reconnecting with old friends.

Johnny Wang at working at the 2012 Domotex Trade Show, a flooring products exhibition event in Shanghai

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Rishwa Patel married Mehul Patel in California in November. Mehul is originally from the United Kingdom and completed an MBA with aspirations to work in the airline, airport and aviation industry. They will still have the big traditional Indian wedding in June next year. Buchi Rapu and Ivan Hodge will get married on June 17. Alejandro Relanzon is working for Oracle. Faraidoon Shariq has returned to Afghanistan and is working for the Ministry of Economy. In Shanghai, Johnny Wang is getting more involved in the carpet business, import and export, manufacturing, and logistics.

International Dinner

International Dinner fashion show International Dinner dancers, Jacobo Aymerich Bringas from Mexico and Claudia Ramirez from Colombia

✁ PLEDGE FORM THE GLOBAL SCHOLARS FUND FOR INTERNATIONAL EDUCATION Assisting outstanding and financially needy international and study abroad students at GC

❑ ENCLOSED IS MY CHECK in the amount of $ __________, payable to the GC Foundation to Global Scholars Fund. ❑ PLEASE CHARGE MY GIFT OF $ ___________ to my : ❑ Visa ❑ MasterCard Card #: ________________________________________ Expiration Date: __________ Name: ______________________________________________________________________________ Address: ____________________________________________________________________________ Phone: _______________________________ Email: _______________________________________ Return Pledge Form to: International Education Center, Campus Box 049, Milledgeville, GA 31061 NOTE: GC employees may give through payroll deduction.

Contact University Advancement to request a payroll deduction form and designate Fund #296.

All gifts to the GC Foundation are tax deductible to the fullest extent of the law.

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International Education Center Campus Box 49 Milledgeville, GA 31061-0490 Phone 478-445-4789 Fax 478-445-2623

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