(be) world wise magazine fall 2013 vol 11 issue 1

(be) World W.I.S.E.

INSIDE:

PLUS YOUR GUIDE TOWORLD OPPORTUNITIES WEEK 20I3

Experience Education! Service-Learning in Bangladesh, Ecuador, Honduras & Tanzania

From Adjustment to Engagement: Intercultural Transition Can be a Bumpy Road

The Nahlah Ayed Prize for Student Leadership and Global Citizenship: Now Accepting Nominations

University of Manitoba students travel to Russia for the G20 and to Asia with Junior Team Canada!

Exchange & Internship Profiles: Japan, Vietnam, Mexico

The Global Colours Photo Contest Winners

Work, Internship, Study and ExchangeWorld Opportunities Week Edition, Vol. 11. Issue 1. October 2013A Magazine from the International Centre for Students at the University of Manitoba

(be) World W.I.S.E. Magazine, November 2013 2

I.C.S. & World W.I.S.E. Staff:Breanne Guiboche - Student Mobility & Exchange CoordinatorElikem Kofi Tsamenyi, Ainsley Wiebe - World W.I.S.E. TeamRobyn Tully - Communications CoordinatorNaomi Fujiwara - International Student AdvisorMeredith Johnson - International Student AdvisorGitanjali Armour - Off-Campus Work Permit Coordinator & AdvisorRebecca Irving - Coordinator, International Student ProgramsJulia Osso - International Student Programs AssistantTony Rogge - Director

World W.I.S.E. Ambassadors 20I3-20I4:

Dumindra Kandana Arachige, Thapa Astitwa, Michaela Bohunicky, Akosuah Tiwaah Bonsu, Victoria Davies, Deborah Chan, Melanie Edel, Sarah Froese, Renata Horvath, Imreet Kaur, Raymond Lanoria, Elvina Mulchamedshina, Andrew Nashed, Yernazar Onggarbek, Meghan Payment, Kaitlyn Rempel, Samantha Richmond, Hussein Sheihk, Oritsegbugbemi Alero Tenumah

The (be) World W.I.S.E. Magazine is published twice a year by the World W.I.S.E. Resource Centre and the International Centre for Students at the University of Manitoba. Submissions and photographs are always welcome. For more information on sponsorship or advertising opportunities, please contact: [email protected]

www.umanitoba.ca/student/ics/wwise

The World W.I.S.E. Resource Centre is located in the International Centre for Students (I.C.S.) Room 541 University Centre, Fort Garry Campus, University of Manitoba.

Find us onSpecial thanks to our paid advertisers and sponsors: Extended Education’s Summer Session - Travel/Study; I.H. Asper School of Business, International Exchange Program.

“The real voyage of discovery consists not in seeking new landscapes, but in having new eyes” Marcel Proust

World W.I.S.E. encourages students to participate in exchanges, study and travel abroad, take part in internships, and engage in activities that expand horizons and develop global skill sets.

World Opportunities Week Edition 3

Contributors & Photo Credits: David Arenas, Rocio Arenas, Caitlin Baily, Paul Bell, Akosua Bonsu, Laura Donnelly, David Flynn, Albert Gerard, Lydia Gindy, Amy Guenther, Breanne Guiboche, Caroline Halde, Jennifer Hearn, Matt Hebert, Rebecca Irving, Nadine Kaefer, Rebecca Kunzman, Nathan Moncrief, Joey Pothe, Tony Rogge, Jacob White. Front cover photo: Jennifer Hearn; inside front cover: Alyssa Slessor; back cover photo: Breanne Guiboche.

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Generous financial support from:

World Opportunities Week Edition, Fall 20I3

4 Welcome to World Opportunities Week 2013

6 Yes, It Did Change the Way We See Things: Student Development in Tanzania

I4 From Adjustment to Engagement: Students Share Stories From a Bumpy Road

I6 Japan! Where Tradition and Modernity Thrives

25 Good Night Vietnam!

27 (my) Mission Accomplished!

34 So What Exactly is an Exchange Program Anyway?

Whether you plan to stick around and work close to home, or explore the possibilities that come with a sojourn to distant lands, there’s always plenty of opportunity for change!

Rural Tanzania isn’t like the Prairies. High schools are different too. Read about how three UM students delivered a program on human rights, gender equity and health.

The Intercultural Development and Leadership Program provides opportunities to learn about how culture impacts the way we can lead, interact and succeed on our campus.

Japan is full of surprises. In a country where the traditional and modern coexist, and where urban scenes give way to serene rural vistas, there’s something new around every corner.

Who doesn’t like a good field trip now and again? Well, here’s your chance to blend course work for academic credit with some sun, the sea, sand, a few mountains here and there and the opportunity to grow a network that transcends disciplines and borders.

With amazing culture, vibrant street scapes and cosmopolitan night life, three months of working and living in Hanoi definately gives you a new sense of place and purpose.

As a member of a Junior Team Canada Mission to Asia, one UM student gets to see first hand how commerce, politics and the fine art of networking come together on a global stage.


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explore, learn, changeLast May, I had the opportunity to

travel to Ecuador with a group of seven students from the UM, as part

of the Service-Learning Program to Ecua-dor. During our time in Quito, capital of Ecuador, we had the opportunity to meet with the staff from the Canadian Embassy in Ecuador.

Our meeting included a very comprehensive talk about safety and security in the country, followed by presentations led by the Politi-cal and Economic attaches, respectively. The conversation with the Canadian officials was

rich in content and related to the Amazonas region and its economic potential, prospects for education in Ecuador, and the roles of international aid and international trade.

At the end of the session, the UM students engaged with the Embassy staff in a very interesting discussion that helped to connect the curriculum and program content of their degrees with the things they were learning and experiencing in Ecuador first hand. To have a student tell me that now he could see the connections between what he learned in class and the Ecuadorian context was a won-derful and gratifying moment. It reinforced

the idea that learning is not exclusive to the classroom. The opportunity to compliment classroom learning by experiencing the real-world can be one of the most powerful and transformative moments in a person’s educa-tion, and the Service-Learning Program to Ecuador can help facilitate that process - try it out for yourself !

This year, the UM celebrates another edition of World Opportunities Week. From No-vember 5th., to 8th., students will have the opportunity to learn more about the differ-ent international opportunities available at the UM – exchange programs, internships,

Join us from November 5th., to 8th.


Opportunities Week 2013

OPPORTUNITY BUILDINGservice-learning opportunities, intercultural programs, international student groups, and many more. There are literally hundreds of ways that you can internationalize your education, either right here on campus or by travelling in Canada, throughout North America or around the world!

If you want to learn more about how other students have experienced the world and taken advantage of the many exchange opportunities that exist on our campus, consider coming to our very first Pecha Kucha night! These rapid-fire reflections on the student exchange experience are sure to inspire! During this event, each presenter will have 20 seconds and 20 slides to tell their stories about life and study abroad. Don’t miss this opportunity to learn more about exchange!

Become an explorer and discover how learn-ing in the classroom doesn’t stop after exams or during scheduled breaks. For example, check out the Alternative Spring Break Programs in Nicaragua, Belize and El Salva-dor - all of them are great opportunities to learn about the world, learn about yourself, and learn about change, while providing a demand-driven service to a local community or partner agency. These programs are de-signed to be safe, fun and educational, and they put a genuine emphasis on the spirit of reciprocity and an ethic of personal respon-sibility and reflection.

Go even further afield and travel to rural Tanzania for the Badili Mtizamo program. This program will team UM students up with local high schools to work with boys and girls and explore issues around gender, human rights, empowerment and health.

There are many options available to you, now it is your chance to become an ex-plorer!

David Arenas is a graduate of the Global Political Economy program in the Faculty of Arts and now works with Student Life as one of its Service Learning Coordinators.

Akosua Bonsu (7th from left, front row), accompanied by her peers from across Canada, travelled to Singapore, Hong Kong, Kuala Lumpur and Beijing with this year’s Global Vision Junior Team Canada Mission to Asia! The Global Vision - JTC Ambassdors flank Her Excellency Judith St. Georges, High Commissioner of Canada to Malaysia; Mr. Douglas Bingeman, Trade Commissioner, Government of Canada; and Mr. William Wong, Project Manager, Petronas ICT Sdn Bhd.

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MICHEL CHIKWANINETHE JOURNEY TO HOPETHURSDAY, NOVEMBER 7, 2013 2:30 - 3:30 p.m.E3-262 Engineering Building (Senate Chambers)A remarkable story of persistence, endurance and courage from a former child soldier and eyewitness to the legacy of cruelty imposed upon the Congo.

WORLD OPPORTUNITIES WEEK - FEATURED SPEAKER 2013


Yes, It Did Change the Way We See ThingsIn May and June of 2013, three UM students travelled to north west Tanzania to take part in a unique intercultural learning experience called Badili Mtizamo, which means ‘change the way you see things’ in Kiswahili. The program is jointly implemented by the International Centre for Students and Canadian Physicians for Aid and Relief (CPAR), a non-profit agency that has been working in Tanzania for over10 years. Together with CPAR’s local staff, Lydia (Education), Jennifer (Social Work) and Nadine (Medicine), delivered a four week curricu-lum on gender, human rights, leadership and health. They used interactive games, role-playing techniques, and song, to motivate the stu-dents to learn about behaviours, attitudes and practices that influence health and equality in the high school and community setting. Here are some excerpts from their blog, but you can read more about their experiences at: http://studentjourneytanzania.wordpress.com

program like this “is like holding infinity”. From my mission statement, the difference I wanted to make was to help empower and educate women. In hindsight, my goals were both overly ambitious and immeasur-able. We had certainly contributed to the education of both young men and women, but it is impossible to determine if they were changed or empowered. When asked if they learned something, most students replied yes, but it is difficult to know if they were just trying to be polite.

Of course, the purpose of the Badili Mtizamo program wasn’t just about “mak-ing a difference”, it was about changing the way we ( Jenn, Dogo, and I) see things. Although I can only speak for myself, I think we all have changed our view in some way. For me, the biggest change was view-ing Africa beyond Nairobi and various safari tours. Although there is no one “real Africa”, spending 5 weeks in a rural town like Bunda certainly changed my idea of the “real Africa”. Memories of traffic jams, black

On our last day here in Bunda, it is hard to believe we have already spent 5 weeks in Tanzania. Yester-

day some CPAR staff and the Badili team went to Musoma for some reflection and relaxation by Lake Victoria. One question we kept coming back to was if we thought we made a difference, and if making a differ-ence was important. I found that a particu-larly difficult question. It is very difficult to measure change in a program like ours. As Alan Kaplan said, measuring change with a


SERVICE-LEARNING

“A good traveller has no fixed plans and is never intent on arriving.” Lao Tzu

Photos: Jennifer Hearn

Yes, It Did Change the Way We See Things

diesel smoke, and police road checks have been replaced with classrooms, markets, and the CPAR Bunda office. I definitely felt like more of a part of the community in Bunda, although we stood out way more than I did in Nairobi. Although I like to joke that I am really an African on the inside, for the last 5 weeks I really did feel like an African, al-though somewhat paler and more sunburnt than your average Tanzanian. I had the goal of changing how Tanzania sees women, I ended up changing my view of Tanzania.

Words cannot describe how much I will miss my new family at CPAR. Many tears were shed at our last dinner. Good-byes are always hard, but thankfully there is a bet-ter phrase used in Tanzania: ‘Karibu tena’ which means “welcome again”.

Post-trip Reflection:

After re-reading my last blog post, I can still feel what I did then – glad to be back Canada, but still missing my new family in Tanzania. Not only do I have a new perspec-tive on Africa, but I also appreciate that it is easy to get weighed down focussing on disparity. I think it is important to note that not all differences are bad, and that most change happens with many small steps. This experience has shown me how to focus on the positives while continuing to work on decreasing health disparities, both interna-tionally and in Canada.

Nadine Kaefer, Medicine.

Apply for this Program Now!CPAR and the International Centre for Students are looking for four motivated, dynamic and adventurous students to join us in Tanzania in May and June of 2014.

More information is available at:

http://umanitoba.ca/student/ics/wwise/tanzania.htmlTo apply online, visit:

umanitoba.ca/student/studentlife/experienceDeadline for completed applications:

November 15, 2013 at 4:00 p.m.


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Yesterday, we started our second week in Bunda and Nyende Secondary Schools. Some of our students are

still writing exams, so I went to the market to buy some fresh fruit and bring them a fruit salad. I wanted to replenish their en-ergy levels. The students enjoyed it so much that we will be going to the market again today and making fruit salad for Nyende Secondary School too. I must say, that out of everything I miss in Canada, cooking is high on the list. It’s different here from back home. Tonight I want to make chicken for supper. This would be no issue in Canada, but here I have to go to the market, buy a fresh chicken, ask them to kill it, carry it home (feathers and all), pluck it, butcher it, and clean it. Now that I have seen how much of the animal they utilize here, I feel horrible about how much food we waste.

When we arrived at the hotel last night, we noticed momma carrying a five gallon pail of water on her head. This is normal. I helped her with the pail and was surprised by the weight of it. Nadine and Lydia also

Post-trip Reflection

I did not realize, until after I was immersed in a completely foreign environment with different customs, beliefs, people and culture that challenged my own beliefs that I was not adaptable. Being provoked and chal-lenged was the key to my ability to adapt successfully. If my surroundings were differ-ent than they were, it might not have been enough to make me want to make the effort needed to adapt or adjust. I had a wonderful team, great students and a welcoming com-munity that made me want to integrate. It was a desire and not a need. Adapting to life in Bunda was one of the hardest but most rewarding achievement of my whole life. To reach this pinnacle, I had to first admit to myself that I was not as accepting as I thought. I needed to provide myself with the willingness and motivation to accept the flaw for what it was and change it.

Jennifer Hearn, Social Work.

tried to help her, but could not do it. But, we decided - since this was our shower and dish water – that we would help her carry a bucket from the well.

Momma walked us to the well and filled-up each of our buckets half way. I managed to carry it back to the hotel, but there was NO WAY I could have carried it on my head. She laughed at all of us, like a mother would laugh at her child attempting to do some-thing for the first time. But she was very grateful we helped. It was a real eye opener to realize that it took three younger and bigger women to carry the same amount of water as she could in less than two trips.I find myself learning new things about Tanzania every day. I find myself just sitting and watching, asking myself questions about why things are the way they are. I find it dif-ficult to see the children and babies on boda boda (motor bikes) with no helmets and I worry about their safety. But this is common here, done on a daily basis by most of the village.


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So it has been about a week and a half in Tanzania! I have had Tanzanian cuisine, learned basic “survival” Kiswa-

hili, hung-out with CPAR staff, started programming at the schools, vacationed to Mwanza, and visited the CPAR projects. Surprisingly and thankfully, adjusting to life in Tanzania was easier than I had anticipat-ed. I have even been assigned a nick name - Dogo - which means the “young one” by the locals, CPAR staff, and my team members.

The one thing I have not been able to adjust to is being called “mzungu” whenever I pass a group of people. Even though I would consider myself an African, it’s obvious that I’m an outsider. Nonetheless, the team and I have been trying to integrate ourselves. We’ve made the effort to buy Kangas for each of us, which are personalized tradi-tional skirts with messages written on them. We have ventured into the market a few times, including the evening market which runs Tuesdays and Thursdays. Even though

things seemed to be mellow and quiet here in Bunda, the market is anything but. It took me by surprise. The amount of people in one place was shocking and all of them had random goods laid out on mats, ranging from grains to hairbrushes.

We are sharing our culture as well; the hotel staff ahave spent some time playing ‘Crazy Eights’ and we hosted a Harry Potter movie day. We even tried to make spaghetti and garlic bread with the hotel staff.

The programming we prepared for the schools has been going great! My team and I have been attempting to overcome the chal-lenges tby trying to understand the dynamic of the groups and reflecting on what we can do to better to teach our curriculum. It has been enlightening to see how receptive the students have been and how much we learnt from them. Since the “question box” idea worked well last year, we decided to try it again this year. The questions were thought-

ful and difficult to answer. One of our stu-dents asked why African countries, despite being abundant in resources, continue be so undeveloped.

I am so grateful to the CPAR staff for guid-ing us through our daily routines and for setting us up at the schools. I cannot wait to explore more of Tanzania. Tuonane baadaye.

Post-Trip Reflection:

After some post-trip reflection on our first two weeks in Tanzania, it amazes me how little the initial excitement of Tanzania trip changed. A crucial aspect that did change over the duration of the trip was the rela-tionships that I developed with our students and with the CPAR staff. The relationships we built made this trip so worthwhile and the magnitude of impact that these people had on me cannot be put on a scale.

Lydia Gindy, Education.

Photos: Jennifer Hearn


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The Realities of Reciprocity: Service-Learning in Rural BangladeshIn the spring of 2013, I took part in a

service-learning opportunity in Ban-gladesh. Hosted by RDRS, a local

NGO, the program gives UofM students a chance to learn about poverty alleviation, the Bangladeshi health care system, disaster management, and sustainable development. For me, the trip increased my intercultural competence by experiencing what it is like to be a minority, and adapt to cultural differences. I also gained insight into the healthcare system and learned how RDRS assists the rural poor. This trip fulfilled a purpose, and unexpectedly filled me with more knowledge and questions than I had imagined. I learned that a key element of service-learning is reciprocity: the idea that our presence in the community confers equal benefits to the community and on us. I was constantly thinking about one ques-tion: “How is our time spent here beneficial for the rural community?”

I struggled with this question for most of the trip, but it wasn’t until our group was

confronted with a situation, that I faced it head-on. We visited a duck farmer and arrived later than planned. Normally, he let out the ducks at 8:30, but he had been asked to wait for us. When we finally got there, he wanted to know why we had come so late and disrupted his work? It was a fair question, deserving a straight answer. We ex-plained that we were learning about poverty alleviation so that we can support the poor in our own communities, but I felt the need to come-up with a deeper understanding of our purpose.

I came to the conclusion that the program has indirect and direct impacts, both in Bangladesh and in Manitoba. For RDRS, the value of our presence is that we can be advocates for it and the thousands of people they assist. It is important to go home, share stories, spread awareness, and talk about the effectiveness of their programs. People we met asked this of us as well. I hope that our advocacy may lead to future support, dona-tions, or involvement in the work of RDRS. More importantly, the indirect impact of

our learning affects how we critically analyze the role of non-government organizations and social programs. This helps us make decisions in our own communities. The pro-gram challenges us to make choices about how we live our lives. For example, we can be more welcoming to newcomers and have a deeper understanding of the hardships they can face in adapting to a new culture.

So, to go back to the question: how are we impacting the rural population ofBangla-desh? I don’t believe we are. At least not di-rectly. I don’t think that is what the service-learning experience is about. I believe that it encourages us to become critical-thinkers, well-rounded individuals, and decide what sort of global citizens we can become. The indirect impact of the program rests in the cross-cultural experience, and involves deep listening, observing, learning and growing. The exposure is worth so much and I have come home changed for the better. I am grateful for this spectacular experience.

Laura Donnelly, Nursing.

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The Realities of Reciprocity: Service-Learning in Rural Bangladesh

In May, six students and I were placed in four schools in Quito, Ecuador as part of a service-learning program with the

Quito Municipal School System. The goal of the program was to learn about Ecuador’s educational system and the country’s devel-opment context. Our role was to promote language and cultural exchange, as well as to build the confidence and self-esteem of the students. The majority of our time was spent teaching English and we devel-oped deep working relationships with the students. I hope that we imparted in them a lifelong desire to be learners and dreamers.

Ecuador has a semi-privatized educa-tion system, with the majority of middle-class and wealthy students attending expensive private schools. Public education is typically thought of as poorer quality, and is used by those who are unable to afford a private education. Based on feedback we received from our partners, I believe our participation in this program helped to raise the profile of public education in Ecuador,

improving the quality of English instruction and helped to show that public education also provides a quality learning experience, one that is not reserved for the wealthy.

Ecuador is a beautiful country, filled with magnificent, hospitable people who have a deep sense of community embedded in their culture. It is also a country of many

contradictions as it confronts the chal-lenges brought by development. At a local level Ecuador thrives. Locally owned businesses with ties to their community are the norm, something that I feel is lacking in Canada. However, the interests of big business, seeking to exploit its mineral and oil wealth, bring a multitude of challenges for local communities, and the environment.

Policy makers struggle to maintain a balance between cultural values and international in-terests. A semi-privatized health system has placed adequate healthcare out of reach of many, and overburdened an under-resourced public system. The issue is similar in the public school system, a manifestation of the persistent inequality that has beset the de-velopment of Ecuador and countries like it.

Our time in Ecuador felt brief, but we have walked away from this experience with a deeper understanding of the world and an appreciation for the diversity that is in it. We have a better grasp of the challenges faced by developing nations and the role that Canada can play in international de-velopment. Paul Bell, Global Political Economy, Arts.

and in the Clouds of Quito, Ecuador

“Our time in Ecuador felt brief, but we have walked away with a deeper understanding of the

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Before I went to Honduras, I knew very little about it. The few things I did know were not very positive, but

I knew this was only scratching the surface of the true character of the country. I was curious to learn more when I received an email promoting El Pueblo Creciente.

El Pueblo Creciente gave students the op-portunity to research, design and build alter-native solutions to housing issues in rural Honduras. It was led by master’s student Jami Carter with the help of Professor Kris Dick and engineering student Luis Carlos Midence. The village of Consonlaca selected a family that deserved a new home. Don Carlos and his wife Victoria are farmers who lived in a small house of sticks and mud with three grandchildren. It was cramped, poorly lit and smoky from their stove.

I was one of ten students selected to be part of the project team. Jami was responsible for

designing the main house structure, while the students were split into 4 design groups to work on a latrine, stove, water collection/filtration system and sink. Because the com-munity does not have electricty we worked with hand tools, using locally available materials. For example, canne brava, similar to bamboo, was a local material we used to support the roof and locally made clay tiles. It was also used to surround the latrine walls for both aesthetics and heat control. In heat up to 35°C, we did manual labour that included the installation of support columns and hauling 100 pound bags of sand. But it was all made easier with the tiny help-ing hands of the local kids, whose laughter brought smiles to all our faces.

We stayed with local families and one evening we came home to a meeting in the living room. Curious, we asked our “Dad” what was going on. This was a soccer team meeting; a team he had played with since his

teens. It made me think of similar meet-ings with hockey friends. It shows you how people are not so different wherever you are. The kindness extended to us at our home-stay made us feel part of the family. Like-wise, the people of Consonlaca welcomed us with genuine sincerity for our brief stay.

The experience was humbling and satisfying. It made an impact on the lives of the people in Consonlaca and on mine as well. My life decisions will be forever affected. One way I will continue to help is by supporting the new “Students for Sustainability” group as they return to Honduras in February 2014. This winter the program is being led by my good friend Garry Enns.

To find out more about the projects please visit www.thegrowingvillage.org.

David Flynn, Masters - Engineering.

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TRAILBLAZER PIONEER EXPLORER INNOVATOR VISIONARY THE

NAHLAH AYED PRIZE FOR STUDENT LEADERSHIP & GLOBAL CITIZENSHIP

Nomination deadline: December 13th., 2013. Information and applications can be found online at: umanitoba.ca/student/ics/wwise


From Adjustment to Engagement:Two Students Share Stories from that Bumpy Road

In September, two program participants sat down with ICS to discuss their experience in the Intercultural Devel-

opment and Leadership Program (IDLP). Imreet Kaur is a 1st year student in U1 from India and Yernazar Onggarbek is a 2nd year student in Agriculture from Kazakhstan.

What were some of the challenges you faced as an international student when you first arrived at the UM?

Imreet: For me, the biggest challenge was realizing that I was by myself in a very differ-ent country. Sometimes the little things (like getting a bus pass or ID card) were challeng-ing, mainly because I didn’t have anyone here to help me. Yernazar: My biggest challenge was getting used to studying here. The academic system, classroom, study style and cultural differenc-es surrounding study were difficult at first.

Were there any challenges that really sur-prised you? Were unexpected?

Imreet: I was very surprised by my new independence. Suddenly I was making many decisions by myself, without consulting anyone and taking all the pros and cons into consideration. As I got used to it, I became more confident.

Yernazar: People here are generally very friendly in the way they talk. It’s easy to have casual conversations but I found it difficult to become close friends. I’m not sure if I was too pushy at first.

Why did you sign up for the IDLP?

Imreet: It’s important to be involved. I don’t want to just get a degree and be a good student. I think it’s important to have more experience. Employers want to see that you have other skills, like leadership. I think it’s important to be able to interact with people from different cultures.Yernazar: I agree with Imreet. I also wanted an opportunity to meet people and make friends. We need to be able to communi-cate and interact with different people. It’s important when you’re looking for a job and in the workplace.

What were the main benefits or skills you learned?

Imreet: I learned to be a good listener, to work with people from other cultures and conflict resolution skills. I gained self-aware-ness and confidence which helped my transi-tion to university life. The skills I learned are universal and apply to many situations. These skills coupled with organizational skills and communication skills are the key.

Yernazar: I learned how to talk to people from different cultures, and how important it is to be friendly and positive. Every day I have the opportunity to meet new people on campus, at the bus stop, etc. I definitely use my new skills in the classroom. I’m more open to meeting new people. I definitely see a connection between this program and my academics. I’ve gotten to know my classmates and joined study groups. I wasn’t outgoing at the beginning, but this program opened me up. If you have culture barri-ers, it’s hard to open up. But if you have a positive attitude, it gets easier. Even though Kazakhstan is a very multi-cultural country, I think having this experience in Canada is going to set me apart when I go home.

What other ways are you engaged at the UM and in the community?

Imreet: Even in high school I was involved in student council, so I wanted to get involved at the UM. Now, I’m a U1 rep for UMSU. I’ve also volunteered with UMSU and CFS for several other projects. I also volunteer at the Victoria General Hospital.Yernazar: Through meeting people like Imreet, I’ve gotten to know lots of other students who are engaged in many different organizations. I’m planning on joining the Agriculture Student Council and getting more involved in the faculty. I also volun-

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INTERCULTURAL TRANSITIONS

This fall the program welcomed 23 students from Brazil, Canada, China, Indonesia, Kazakhstan, Nepal, Nigeria, Philippines, Sweden, Finland, Bangladesh, Kenya, Sri Lanka, and South Korea! This terms, the students include: Yunyi Chen, Smriti Kunwar, Temilolu Idowu, Lukas Berglind, Amalia Beley Santiago, Ololade Adeyemi Anastassiya Yudintseva, Langshi Wang, Nathania Frederica, Ng Wai Ting, Ira Vainio, Pauliina Harjula, Mengya Zhou, Tammy Peterside, Wangark Kari Kamau, Atinuke Zainab Babalola, Afroza Sultana, Akosua Tiwaah Bonsu, Ramesha Hemarathne, HyoJin Lee.

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teered at orientation and am open to any other opportunities available on campus.

What are the benefits of getting engaged?

Imreet: Being engaged makes me enthusias-tic and proactive. If I’m not engaged, then I’d be wasting my day and procrastinating. I get a sense of satisfaction when I accomplish things that I wouldn’t have done otherwise.Yernazar: It’s also a good opportunity for networking. If you know more people, then things will generally be easier for you. Being engaged forces you to really analyze your situation and your life. It makes you more reflective since you need to ask yourself if you like what you’re doing with your life and what you’re studying.

Has this program positively impacted your adjustment?

Imreet: My adjustment was pretty bumpy. I bounced around from acceptance to denial then back and forth and I started to wonder if I could ever get out of this cycle. Then I realized that I’m in a new country and I had to pull up my socks and get active. The things that I learned in this program are never taught in a classroom. This helped my adjustment to the Canadian culture, and also to learn about religion, politics, and cultures from other international students. It’s important to apply the skills that you’ve learned. This will give you a heightened sense of confidence. Having a multi-cultural experience is very important because it’s really what will set you apart from everyone else.Yernazar: In the program, I realized a lot of things. In one activity we discussed religion and politics. This helped with the adjust-ment into the new culture. I learned that you can’t forget your own culture, but that you should take in some new things from other cultures that you’re surrounded by. The Leadership program helped me realize the strengths that my peers have and how I can learn from them. The people in the program taught me how to be more positive, active, and involved.

Why would you recommend this program to other students?

Imreet: I would definitely recommend it. It will help take the burden off of adjustment. It will also help them gain skills that are important in the classroom, since we come from places where there are different study skills and academic systems. This program helps you know what’s expected of you. I remember one time when I was having the absolute worst day, I didn’t want to go to the session, but the moment I saw smiling faces coming to greet us, it made me instantly feel better. From the moment I first came to ICS I felt welcomed. Having a program like this made me instantly feel better and made my bad day go away.Yernazar: Being welcomed and participat-ing in a program like this helps you deal with little obstacles, especially for those who might be a little less confident. If people are a bit afraid, getting involved helps you to see how alike we all are. We all have similar fears and doubts. You can meet people who are really motivated and dedicated and just know what they need to do to be successful.

Any advice you’d like to share with Interna-tional Students?

Imreet: It seems hard at first, but gradually you feel more comfortable. It will get better. I felt like I had a lot of free time and I had no clue how to deal with it. I think this is when many students feel depressed. My advice would be to get involved, be around people, and learn new things. It’s important to be involved, it helps your transition. Yernazar: Many international students may think they have problems, but things are only a problem if you THINK they are a problem. You need to decide that your studies and student life will be positive. It’s important to visualize things positively. It’s really important to be organized and make a good schedule. When you cross things off your list you feel more confident. I encour-age students to get involved in activities. When you see what you’ve accomplished, you feel more positive. You have to be pas-sionate about things. If you’re not passionate about something, don’t do it.

Breanne Guiboche - Student Mobility & Exchange Coordinator and Rebecca Irving - Program Coordinator.

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EXCHANGE PROFILE

I spent a semester last year on an ex-change in Tokyo. Yes, I learned a lot, but I also got to acquaint myself with

the charming peculiarities of Japan. Tokyo is really amazing. On the streets, it is like a carnival every day with throngs of people and things going on everywhere you look. If it weren’t for classes every day, I would have been happy just walking around and getting lost the city’s many enchanting districts.

If Tokyo is youthful and exciting, then tra-ditional Japan is calm and enchanting. There is an unhurried meditative pace in which Japanese ceremonies and sports are done. This makes them wonderful to watch. I’ve been lucky to come across a couple bastions of traditional culture that I had been told didn’t exist. One week I traveled to a school hidden away in the mountains in the north-west of Japan and spent a day with students studying to become artisans and tradesmen. It was a mostly silent day, the Japanese they

spoke that day was in an incomprehensible dialect to me, but they were able to mime-out the usefulness of foreign-looking tools or the techniques behind some seemingly impossible constructions. I also spent an entire day in enchanted silence when I went to a local shrine to help with manual rice planting. I’d come to enjoy my trips away at least as much as my time in Tokyo - which is saying a lot.

There are more things to do in Tokyo than you could do in a lifetime. Tokyo has a kind of infinite quality: it’s infinitely large, made up of an infinite amount of streets, all filled with an infinite amount of people. Something that embodies the city’s scale and eclecticism is the plethora of museums and galleries that can be found throughout. Tokyo’s shoebox-sized museums are reason enough to visit Japan. They cover such strange topics like pencils, bacteria, tobacco and salt, and even, bullets. I found it impos-

sible to get bored with such strange yet interesting museums around every corner. Japan was really great fun! The countryside and the cities provided really beautiful ad-ventures, and the people were the highlight of each trip I took. Without exception, ev-erywhere I traveled I met the kindest people. They were always eager to use the few Eng-lish words they knew and were amazingly patient with me as I spoke my Japanese. I look back on my time in Japan and remem-ber how lucky I was to experience so much. Time after time I’ve found myself in the midst of a crowd, in an audience, or wander-ing through a city smiling like a maniac as I remember my good fortune.

Albert Gerard is a student in the Faculty of Architecture.

Japan! Where Tradition & Modernity Thrive

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NOVEMBER 5-8, 2013

OPPORTUNITIES WEEKWORLDINTERNATIONAL CENTRE FOR STUDENTS

THURSDAY, NOVEMBER 7, 2013 2:30- 3:30 p.m. E3-262 Engineering Building (Senate Chambers)

Everyone is welcome. Free.

For more information, visit: umanitoba.ca/student/wow

or the International Centre for Students, 541 University Centre

THE JOURNEY TO HOPE

Michel Chikwanine has already endured and overcome unimaginable pain and struggles.

Born in the Democratic Republic of Congo, much of Michel’s childhood was ravaged by the death

and decay of a war that claimed the lives of 3.8 million people, his father included. Forced to leave

his home as a refugee at the age of 11, Michel has since travelled to many African countries,

witnessing first-hand the problems facing the developing world, but also the beauty of the

communities and people who live there. Michel leaves audiences with a new perspective on life,

a sense of hope through social responsibility and a desire for change.

W I T H K E Y N O T E S P E A K E R

M I C H E L C H I K WA N I N EFORMER CHILD SOLDIER AND PEACE ADVOCATE

umanitoba.ca/student/wow


Japan! Where Tradition & Modernity Thrive

NOVEMBER 5-8, 2013


THURSDAY, NOVEMBER 7, 2013 2:30- 3:30 p.m. E3-262 Engineering Building (Senate Chambers)

Everyone is welcome. Free.

For more information, visit: umanitoba.ca/student/wow

or the International Centre for Students, 541 University Centre

THE JOURNEY TO HOPE

Michel Chikwanine has already endured and overcome unimaginable pain and struggles.

Born in the Democratic Republic of Congo, much of Michel’s childhood was ravaged by the death

and decay of a war that claimed the lives of 3.8 million people, his father included. Forced to leave

his home as a refugee at the age of 11, Michel has since travelled to many African countries,

witnessing first-hand the problems facing the developing world, but also the beauty of the

communities and people who live there. Michel leaves audiences with a new perspective on life,

a sense of hope through social responsibility and a desire for change.

W I T H K E Y N O T E S P E A K E R

M I C H E L C H I K WA N I N EFORMER CHILD SOLDIER AND PEACE ADVOCATE



11th Annual World W.I.S.E. Global Colours Photo ContestSubmission Period: October 1st., to December 2nd., 2013Goals: To promote cross cultural understanding among University of Manitoba students, and demonstrate the benefits of international experience.

Guidelines are available at the World W.I.S.E. Resource Centre, 541 University Centre, or online at:

umanitoba.ca/student/ics/wwiseCash Prizes!


Global Colours Photo ContestWinners 20131st place (left): Matthew Hebert - Burkina Faso - Two companions and I rode a train across the country from Ouagadougou to Bobo-Dioulasso. In the hope of making a few Central African Francs, villagers in all colors rushed towards the train selling mangoes and bananas from the buckets on top of their heads.

2nd place (below): Amy Guenther - Portugal - Nestled in the entrance of the castle of Óbidos, this elderly woman sold her needlework for many years. Every day, she greets shopkeepers, tourists and locals as they make their way into a bustling town within a medieval castle.

3rd Place (bottom left): Caroline Halde - Nepal - The rhythm and dance of masked deities and demons fill up the Durbar Square for 8 days and nights during ‘Indra Jatra’, the most important festival celebrated in Kathmandu, Nepal.


NOVEMBER 5-8, 2013


EVENTSA L L F R E E !

TUESDAY, NOVEMBER 5 WEDNESDAY, NOVEMBER 6 THURSDAY, NOVEMBER 7 FRIDAY, NOVEMBER 8

DISPLAY: Backpack Latin America

10:00 a.m. - 3:30 p.m.1st � oor University Centre (Campo)

INFO FAIR: Student Exchange


INFO FAIR: International Opportunities for Students


INFO FAIR: International Opportunities for Students


Live Cultural Performances

11:00 a.m. - 3:30 p.m.1st � oor University Centre (Fireplace Lounge)

INFO SESSION: Become an Explorer – International Experiential Learning Opportunities

12:30 -1:30 p.m.217 University Centre (GSA Lounge)





WORKSHOP: An Afternoon of Story Telling, Spoken Word and Music

12:30 - 2:00 p.m.217 University Centre (GSA Lounge)

PANEL DISCUSSION: Canada’s Legacy Abroad1:30 - 2:30 p.m.409 Tier

INFO SESSION: JET (Teaching English in Japan) 1:30 - 2:30 p.m.217 University Centre (GSA Lounge)



KEYNOTE SPEAKER: Michel Chikwanine

2:30 - 3:30 p.m.E3-262 Engineering Building (Senate Chambers)

WORKSHOP: Food Security – Engineers Without Borders


PECHA KUCHA NIGHT: Exchange Edition

7:00 - 9:00 p.m. (doors open 6:30 p.m.)224 Education

Centre for Creative Writing and Oral Culture Travel CUTS Faculty of Human Ecology University of Manitoba Graduate Students’ Association

BRONZE SPONSORS:

Arthur V. Mauro Centre for Peace and Justice Arts Student Body CouncilGOLD SPONSORS:



WORLD W.I.S.E. NEWS

“I had the privilege of being selected as a World W.I.S.E. Ambassador and it was one of the best expe-riences ever! If you are like me and you are passionate about international issues, this is a great program to be part of” Patricia Kumbakisaka, Political Studies, Faculty of Arts.

AlumniNewsSeems like former UM students have

invaded Carleton! Lauren Howard (Ntchito Yabwino - Malawi - 2010) and Scott Jaroseiwicz (Badili Mtizamo - Tanza-nia - 2011) have joined a long list of former UM students graduating from the Global Political Economy Program, who have undertaken graduate work at Carleton’s Norman Paterson School of International Affairs.

Daren Zuk and Hossam Meawad (World W.I.S.E. Ambassadors 2012)

have landed graduate places at Queens and UBC respectively. Kieran McDougal (SWB - Botswana - 2013) is now doing graduate research in Global Governance at the Uni-versity of Waterloo.

Sarah Carson (former World W.I.S.E. team member) and Laura Husak (Ex-

change Program - Slovenia - 2010; winner of the Nahlah Ayed Prize for Student Leader-ship and Global Citizenship) are finalizing their graduate research projects on food security in India and Nepal. Alison Jonk (Exchange Program - Turkey - 2009) is also in India participating in a CIDA internship.

Exchange program alumnus, Ainsley Wiebe (Australia 2013) has joined

the World W.I.S.E. team. Former World W.I.S.E. Ambassadors Jillian Nichols (Ntchito Yabwino - Malawi - 2010; Hong Kong Exchange Program 2011) and Rebecca Kunzman are now working with Student Life.

Katherine Davis (World W.I.S.E. Am-bassador and Badili Mtizamo - Tan-

zania - 2011) is now working for the Louis Riel School Division’s International Pro-gram as its International Student Support Worker.

The Intercultural Developmentand Leadership ProgramNow accepting applications for the Winter Session

8 week program; 3 hrs per week; starting Wednesday, January 29th., 2014 Open to all students, this dynamic and interactive program runs for 8 sessions each fall and winter term. Through a variety of group sessions and workshops delivered by ICS or guest speakers, you will enhance your own cultural aware-ness and develop intercultural skills that you can apply in diverse settings, both in and out of the classroom. You will also strengthen your leadership, public speaking, conflict resolution, and facilitation skills. Participants will build a stronger sense of self-confidence that you can take beyond the classroom to your personal and professional lives. The program emphasizes a multiplicity of viewpoints and celebrates the cultural richness and diversity of leadership styles. The program is recognized on the co-currricular record. See story on page 14 for more!

International Centre for Students - Student Programs

Apply now: umanitoba.ca/student/ics/programs/workshop.html


INTERNATIONAL INTERNSHIPS“The contributions of the SWB interns to the objectives of WUSC in Malawi cannot be overemphasized. They have played a very impor-tant role in strengthening WUSC Malawi’s partnerships with local organizations” Jacob P. Mapemba, WUSC Malawi Country Director.

Photos: Left to right: Jessica Trent (Science) in Phalong Bay, Vietnam - Jessica worked in the WUSC Vietnam Office as a Project Officer; Vicki Latter (Environment) with her peers visiting Cape McLear, Malawi - Vicki worked as a Mobilization Officer for the Bangwe Youth Centre; Students Without Borders intern at the Dzaleka Refugee Camp where she worked with the Jesuit Refugee Service, a posting filled thereafter by Megan Halowaty (Kinesiology & Recreation Management) who taught English to refugees from Rwanda, Burundi and the D.R.C. The young man on the left is Mas, who arrived in Winnipeg in 2010 as a university student sponsored by the WUSC Local Committee.

Up to five subsidized internships in Malawi, Vietnam and Peru will be available to qualified University of Manitoba students starting in May 2014. These 90-day internships are offered through World University Service of Canada (wusc.ca) and Uniterra (uniterra.ca), and are developed on a demand-driven basis where the final selection is made by the host agency. Internships are executed with local agen-

cies in a variety of sectors including education, the environment, small business development, primary health-care and tourism.

“There are hurdles that you will need to overcome when you do an internship overseas. Putting yourself in a position where you need to test and identify your limits makes you a better person and it increases your awareness of the world around you”

Vicki Latter, UM participant 2010

Dates: May to August 2014; or the fall of 2014All inclusive cost: $5,500* - You may be eligible for financial support and bursaries

Contact: Breanne Guiboche, Student Mobility and Exchange Coordinator - 204-474-6736; [email protected] The application deadline for UM students is January 19th., 2014

Internships for the summer of 2014 will be posted in the new year. Examples of internships currently offered can be viewed at:

http://www.uniterra.ca/become-an-international-volunteer/students-without-borders/* Includes return airfare from Winnipeg, accommodations, daily living allowance, program fee and support services, mandatory health insurance,

visa, Intercultural Development Inventory (I.D.I.) training, and the Extended Education course: “Transformative Partnership: An Introduction to Service-Learning.”

Students Without Borders

A WUSC & CECI PROGRAM


OPPORTUNITIES & RESOURCES

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G l o b a l c a r e e r s k i l l s s t a r t h e r e .

WORLDMY ABROAD

Essential tips on how to find and get international experience, international jobs, and great careers with an international dimension.

This on-line resource is FREE to UofM students, staff and alumni - just visit the following link to register:

http://www.myworldabroad.com/umanitoba

STUDYVOLUNTEER

INTERNTEACHWORK

Study Abroad for Academic CreditAustralia Ghana Turkey Sweden Hong Kong China Germany England Mexico Finland Japan France

The University of Manitoba offers students the opportunity to earn academic credit towards their degree program while studying at partner universities around the world. Students who are selected for international exchnage programs may be eligible for scholarships and awards, and may be able to apply for travel funds in their home faculty.

The International Centre for Students manages exchange programs that are open to students from all faculties, so long as they have completed 30 credit hours and have manintained a G.P.A. of 3.0 or higher.

To find out more about international student exchange programs contact ICS to set-up an appointment with an advisor or drop-in at the World W.I.S.E. Resource Centre, Room 541 University Centre, between 8:30 and 4:30 - Monday to Friday.

International Centre for Students - Student Exchange Programs

Deadline for applications is December 2nd., 2013

Apply now at: umanitoba.ca/student/ics/exchange

(be) World W.I.S.E. Magazine, November 2013 24Photo: Caitlin Bailey


INTERNSHIP PROFILE

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Good EveningVietnam!My summer months were far

flung and far removed from what I had imagined only

months previously. I was no longer in the familiar settings and environments of Winnipeg, Manitoba, but was flying (delayed, might I add) on my own to Hanoi, Vietnam. It was here that I would spend three exhilarating, exhausting, and triumphant months working as a Students Without Borders (SWB) intern at Bac Thang Long College. This wasn’t the first time I travelled internationally without my family and friends, but it was definitely my most challenging and the most rewarding experience I have had so far.

I arrived in Hanoi from Japan at 12 o’clock midnight. I was alone, nervous, and immensely excited. I found my taxi driver and made it safely and soundly to my hotel in the Old Quarter of downtown Hanoi. What followed was one big whirlwind of an experience that will not be soon forgotten: training and meeting other volunteers; moving in with my exceptionally inviting host family; and, adjusting to the sights, smells, tastes and sounds of Hanoi.

My first weeks in Vietnam were filled with meeting new people, making new friends, working with new partners and a trip to Halong Bay to help experience this side of the world first hand. This included my first multi-hour bus ride , which in-itself could be talked about for hours. My placement at Bac Thang Long College was wonderful. I have never felt so welcomed and accepted by a new group of people in my life . I am

grateful for all of those people who hosted me and showed me around at the school. I learned quickly that schedules were of little interest to most of my collegues, that Google translate is nowhere near as useful as you hope it would be, and that long lunch hours help to build strong working relationships, and strengthen the personal relationships with your partners.

I was selected by SWB to work at Bac Thang Long and to help with English and Soft Skills, as well as anything that could think of to help improve the quality of conversational English at the college. This meant that I worked closely with staff and students. I wasn’t sure what to expect when I arrived, but I quickly learned that it truly meant “anything and everything”. Not only was I was lucky enough to prepare and teach classes for the exceptionally busy staff members and teachers at the college, but I also got to meet their families too. I was also able to meet with high level government officials and endearing members of the surrounding communities. Having not come to Vietnam, with a formal background in Education, I have developed a newly found appreciation for the dedication of every single teacher I have ever had!

As my time at Bac Thang Long came to a halt, I was filled with mixed emotions. I was saddened to be leaving the college, the staff, the students, but at the same time I was excited to share all of my experiences with my friends and family back home. It is difficult though, and I am still struggling with how to fit three non-stop months of experience and excitement into less than a week long conversation.

Finally, I would wish this experience on anyone and everyone. If there is any way shape or form that you are able to take advantage of a program like to Students Without Borders - grab the chance while you can! Get out there! Experience the world all on your own.

I will cherish the memories that I made for many years to come and look forward to a return visit in the future!

Caitlin Bailey - Kinesiology & Recreation Management.

“I wasn’t sure what to expect when I arrived, but I quickly learned that it truly meant

anything and everything!”

Photo: Caitlin Bailey

(be) World W.I.S.E. Magazine, November 2013 26Photo: Jacklynn Stott

FIELD EXPERIENCE

From Russia With Optimism!My first thought when sitting

down at a table with fifteen other students from various countries,

backgrounds, ages, political stripes and un-doubtedly, opinions, was one of uncertainty. As delegates at the G20 Youth Forum in St. Petersburg, Russia, we had been tasked with producing a communiqué that would make recommendations to nation-state leaders about the future of our world as envisioned by youth. In taking on the role of Minister of Education for the Canadian delegation, I was part of the committee that would draft a proposal for the education system of the future. I was attending the Forum as one of five delegates from the University of Manitoba who made up a large portion of the Canadian delegation. I attended my first committee session, wary that discussion would be a slow process made difficult with the diversity of opinion represented.

However, much to my surprise, the reality was quite the opposite! I was amazed at the passionate, yet inclusive civil discourse that took place during discussions. Having an opportunity to be a part of this dialogue was an extremely rewarding and enlighten-ing process and I was as much enthralled with the path we took to reach our final communiqué as I was with the communi-qué itself. I was also very interested to learn that, despite the vast cultural and national differences amongst our group, many of our views concerning the improvement of edu-cation systems were universal. Ultimately, I am confident that the final communiqué produced by our group was representative of a variety of views and perspectives and com-municated a vision for education that was comprehensive, targeted, and innovative.

Excerpt from communiqué: “We believe education should be accessible by everyone. In order to achieve this, we need to alleviate

vast global educational barriers as outline by the United Nations’ Secretary General’s global initiative on education. […] We believe that a fundamental shift in the pri-orities of the education system is necessary to engage and empower youth to combat the interconnected challenges of the 21st century.”

As I listened to a report of our final docu-ment, I was happy to realize that my initial uncertainty had been completely assuaged, and was replaced instead by a feeling of opti-mism for the future of our planet. The G20 Forum enabled me to realize that youth can have great influence, and only by working together to form local and global connec-tions can we hope to combat the challenges of a rapidly changing world and in turn cre-ate lasting, positive change.

Rebecca Kunzman, Global Political Econo-my, Arts.


I was fortunate enough to have been selected from hundreds of applicants to represent Canada during the 2013

trade and development mission to China, Hong Kong, Singapore, and Malaysia. This happened through an organization called Global Vision. It is a national, non-profit organization that works with young people from all across the country. Its aim is to equip young Canadians with the skills and experiences they need to compete in an increasingly globalized world.

There are different degrees of participation with Global Vision. The first is through the Global Leaders Centres (GLCs). It is here where you begin to learn about effective networking, building your golden rolodex, and gaining the skills to compete on the global stage. After attending a GLC, you are then eligible to apply for the next stages: the National Youth Ambassador Caucus (held

every June in Ottawa), or an international trade and development mission during the summer months. These forums and missions don’t just teach you about how to become a global leader. They actually place you in the midst of High Commissioners, diplomats, and prominent leaders. This allows you the opportunity to employ the skills that you have learned at the Global Leaders Cen-tres and the National Youth Ambassador Caucus.

Being one of only 30 young Canadians selected for the mission was a surreal experi-ence. It’s hard to understand Asia’s increas-ingly important role in the world when you are at home. But being part of this mission, I learned more than I ever could have imag-ined. As I am currently pursuing a degree in Global Political Economy, this mission gave me the added advantage of highlighting pos-sible career options.

Now that I am back home, I must say that I miss everything about the mission - from the cultural dinners in Guangzhou and Malaysia, to celebrating the National Day of Singapore with local Singaporeans, to pre-senting our ideas on economic development to the High Commissioners in Hong Kong. Fortunately, as a World W.I.S.E. ambassa-dor, I get to continue building on the skills and knowledge I brought back from Asia.

If you would like more information, or want to apply for these amazing opportunities for personal growth and development, visit www.globalvision.ca, or contact me at [email protected].

Akosua Tiwaah Bonsu, Global Political Economy, Arts.

“It’s hard to understand Asia’s increasingly important role in the world when you are at home. But being part of this mission, I learned more than I ever could have imagined.”

(My)Mission Accomplished

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CHECK OUT THE TRAVEL/STUDY COURSES AVAILABLE IN

SUMMER SESSIONMAY l JUNE l JULY l AUGUST

EXPLORE THE WORLD & LEARN

Travel and Study in Summer

umanitoba.ca/summer

Summer Session offers the opportunity to explore the world and learn about cultures and places in Canada and internationally, while earning credit from the University of Manitoba. Imagine participating in community-based service learning in Peru or Ethiopia, overlooking the fiords in Cumberland Sound on Baffin Island, studying in the natural beauty of Banff National Park, or exploring the wonders of India. You can focus in your area of study or simply select a course you always wanted to take – whatever your reason, travel/study provides the unique global experience that couples learning with travel.

While academics are the major part of each travel/study course, the cultural experience of the region and country is what enriches learning beyond the classroom. Each course, taught by University of Manitoba professors and visiting faculty from the region, features coursework along with field trips and excursions that immerse students in the local environment. Courses range in length from 2 to 6 weeks, and allow students to earn from 3 to 12 U of M credits.

One of the many courses to choose from is Ukrainian or Russian Language and Contemporary Culture at The National University Kyiv-Mohyla Academy in beautiful Kiev (Kyiv), Ukraine. Organized in small groups according to level of language proficiency, students are given individual attention to maximize their language development. In addition to daily language classes, excursions are planned in Kyiv and at neighbouring sites. To help with travel costs, grants of $750 CAD are available to eligible students from the Taras Shevchenko Foundation. Come join us in Kyiv, an

exciting city located in one of the flourishing democracies and economies of Eastern Europe. For additional information contact: Iryna Konstantiuk, Department of German and Slavic Studies, Ph: 204-474-8298 Email: [email protected]

Another option is to explore the ancient culture and language of China in a new travel/study program offered by the Asian Studies Centre. This is an exciting opportunity to learn Mandarin Chinese, experience traditional Chinese culture and travel to some of the most famous historic destinations in one of the world’s emerging superpowers. In addition to daily language study, excursions are planned to scenic locations in and around Shanghai, including Hangzhou, situated on beautiful West Lake, and Suzhou, the garden city of China. As well, there will be a trip to Beijing, including the Great Wall and the Forbidden City. You can study Chinese language at either the introductory, intermediate or advanced level. Join us in Ningbo and learn about China. For additional information contact: Ms. Shu Zhu, Department of Asian Studies, Ph: 204-474-9557 Email: [email protected]

Check out details on these and other travel/study options at: umanitoba.ca/summer a Travel/Study

For information on admission, registration and fees call Summer Session: 204-474-6963/8008.


SUMMERSESSION

umanitoba.ca/summer

SS - World WISE Ad - 2014.indd 1 13-09-16 12:02 PM


CHECK OUT THE TRAVEL/STUDY COURSES AVAILABLE IN

SUMMER SESSIONMAY l JUNE l JULY l AUGUST


Travel and Study in Summer

umanitoba.ca/summer

Summer Session offers the opportunity to explore the world and learn about cultures and places in Canada and internationally, while earning credit from the University of Manitoba. Imagine participating in community-based service learning in Peru or Ethiopia, overlooking the fiords in Cumberland Sound on Baffin Island, studying in the natural beauty of Banff National Park, or exploring the wonders of India. You can focus in your area of study or simply select a course you always wanted to take – whatever your reason, travel/study provides the unique global experience that couples learning with travel.

While academics are the major part of each travel/study course, the cultural experience of the region and country is what enriches learning beyond the classroom. Each course, taught by University of Manitoba professors and visiting faculty from the region, features coursework along with field trips and excursions that immerse students in the local environment. Courses range in length from 2 to 6 weeks, and allow students to earn from 3 to 12 U of M credits.

One of the many courses to choose from is Ukrainian or Russian Language and Contemporary Culture at The National University Kyiv-Mohyla Academy in beautiful Kiev (Kyiv), Ukraine. Organized in small groups according to level of language proficiency, students are given individual attention to maximize their language development. In addition to daily language classes, excursions are planned in Kyiv and at neighbouring sites. To help with travel costs, grants of $750 CAD are available to eligible students from the Taras Shevchenko Foundation. Come join us in Kyiv, an

exciting city located in one of the flourishing democracies and economies of Eastern Europe. For additional information contact: Iryna Konstantiuk, Department of German and Slavic Studies, Ph: 204-474-8298 Email: [email protected]

Another option is to explore the ancient culture and language of China in a new travel/study program offered by the Asian Studies Centre. This is an exciting opportunity to learn Mandarin Chinese, experience traditional Chinese culture and travel to some of the most famous historic destinations in one of the world’s emerging superpowers. In addition to daily language study, excursions are planned to scenic locations in and around Shanghai, including Hangzhou, situated on beautiful West Lake, and Suzhou, the garden city of China. As well, there will be a trip to Beijing, including the Great Wall and the Forbidden City. You can study Chinese language at either the introductory, intermediate or advanced level. Join us in Ningbo and learn about China. For additional information contact: Ms. Shu Zhu, Department of Asian Studies, Ph: 204-474-9557 Email: [email protected]

Check out details on these and other travel/study options at: umanitoba.ca/summer a Travel/Study

For information on admission, registration and fees call Summer Session: 204-474-6963/8008.


SUMMERSESSION

umanitoba.ca/summer

SS - World WISE Ad - 2014.indd 1 13-09-16 12:02 PM


Riskvs. Reward

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“A life without adventure is likely to be unsatisfying, but a life in which

adventure is allowed to take whatever form it will is sure to be short.”

- Bertrand Russell

Pretty soon there will be no fighting in hockey. That is be-cause it is now considered too risky. My point is that at-titudes towards risk and balancing the pros-and-cons of

risk are always changing. But even if they take the fighting out of hockey, there will always be risk. And people will still choose to play, because it is fun, it is exciting, and because exercise is still mostly good for you. The same is true for international travel and experiential education programs that take you off the beaten path and challenge you to do new things and see things in new ways. Measuring, assessing, mitigating, and respond-ing to risks are important skill-sets for both the casual and professional traveler alike. They are also important parts of the learning process; risk can never be avoided entirely, so it must be acknowledged and managed accordingly. Your behaviours should change too. Making good choices while you are ‘on the road’ is going to be important to you, but it will also be impor-tant to your family, your friends, and your professors.

Riding ‘boda-boda’ without a helmet, hundreds of miles from a proper hospital is certainly a risky proposition. It is something that administrators will tell you not to do. They will forbid it. But when ‘they’ are not watching, it will be up to you to decide what the right thing to do is. Relative to the pay-off that you think you will receive, how much risk appetite do you have? Ask yourself this question and ask it often. It is, however,

predicated on the notion of awareness, which requires both discipline and reflection. It is something you need to be intentional about and get better at. How will you define ‘safe’ and establish personal boundar-ies and limits? How will you know if you are exceeding them? Do you take simple precautions like putting your wallet in your front pocker or only going out at night in a group? Have you noticed that you are doing things overseas that you would not dare do at home? Think about that. Embracing risk has many rewards and it can lead to great things, but it is a learning process that helps you manage your experience in a dynamic global classroom. Yes, adventures give our life meaning, but if that means it is going to be an ‘end of a life-time’ experience, please consider staying home. Or at the very least, please put on a helmet! Tony Rogge


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GLOBAL COLOURS PHOTO CONTEST

Now Accepting SubmissionsCash Prizes

umanitoba.ca/student/ics/wwise

Riskvs. Reward


ASPER INTERNATIONAL EXCHANGE PROGRAM

SAME ACADEMIC COSTS

FULL CREDITMAXIMUM VALUE

PROCESS Attend information session in October or November Research countries and schools for September or January departures Connect with exchange alumni Submit application form by the round one or two deadline dates Receive full administrative support throughout the process

FINANCIAL AIDFinancial assistance is available for Asper students

LANGUAGE OF INSTRUCTION Each business school teaches in English There are opportunities to take language classes if interested

TRANSFER CREDITStudents receive full course transfer credit toward their Bachelor of Commerce (Honors) Degree

NO EXTRA COURSE FEES

Students do not pay international student fees

CO-OP STUDENTSApproximately a quarter of outgoing students are enrolled in Co-op

VALUEAsper students describe their exchange experience as life changing and valuable for their future career goals

DEADLINES

Round One Selection Deadline: January 31 Round One provides students with the first choice of partner schools and potential faculty-based scholarship funding

Round Two Selection Deadline: July 15Round Two provides students with the choice of remaining partner school opportunities

As an Asper student, you are eligible to study overseas at one of

over thirty-fi ve business schools in Asia, Europe, North America and South America

during your degree program.FOR MORE INFORMATIONAsper School of Business International Student Exchange Program – 268 Drake Centre

Tel: 204.474.6752 Fax: 204.474.7529 [email protected]

umanitoba.ca/asper/exchange

Financial assistance is available for Asper students

LANGUAGE OF INSTRUCTION Each business school teaches in English Each business school teaches in English There are opportunities to take language classes There are opportunities to take language classes if interested

TRANSFER CREDITStudents receive full course transfer credit toward their Bachelor of Commerce (Honors) Degree

NO EXTRA COURSE FEES

Students do not pay international student fees

CO-OP STUDENTSApproximately a quarter of outgoing students are enrolled in Co-op

VALUEAsper students describe their exchange experience as life changing and valuable for their future career goals

DEADLINES

Round One Selection Deadline: January 31Round One provides students with the first choice of partner schools and potential faculty-based scholarship funding

Round Two Selection Deadline: July 15

As an Asper student, you are eligible to study overseas at one of

ASPER INTERNATIONAL EXCHANGE PROGRAM

Attend information session in October

Research countries and schools for September or January departures

InterExMagAd_13.indd 1 9/25/13 3:02:09 PM


EXCHANGE PROFILE

My name is Scott Friesen, a fourth year commerce student in the Asper School of Business,

with majors in International Business and Marketing. In the fall semester of 2012 I had an amazing opportunity to go on an academic exchange to the University of Guadalajara, in Mexico. I had always wanted to travel abroad but like most students I came up with every excuse in the book not to do it. Particularly, I had always wanted to learn the Spanish language, but found little success attempting to learn the language while living in Winnipeg. When I went to Mexico I lived with a host family that did not speak English! I was shocked with how fast I picked up the language once I was completely immersed in it. It taught me a

great deal about how much one can learn from someone when they open-up and truly break down cultural boundaries. Beyond Spanish, I also learned a great deal about cultural differences in Mexico and how they can be extremely important when attempting to do international business. Above all, I feel my exchange made me grow as a person. I was thrown completely out of my comfort zone. I discovered things about the world, the people in it, and even myself,

Outside the Comfort Zone!

that I never dreamed possible. I honestly think everyone should go on at least one exchange. You won’t regret it!

Hasta Luego!

Scott Friesen, I.H. Asper School of Business.

“My exchange made me grow as a person. I was thrown completely out of my comfort zone. I discovered things about the world, the people in it, and even myself, that I never dreamed possible.”

Pho

to: R

ocio

Are

nas


“Twenty years from now you will be more disappointed by the things you didn’t do than by the ones you did. So throw off the bowlines, sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream. Discover!” Mark Twain

Student exchange programs provide students with an opportunity to travel, get immersed in another culture, make

friends with people from all over the world, and still continue to take courses towards their degree program. It is a chance to learn new things, be challenged, grow and explore. It is a chance to take a break from ordinary life and do something extraordinary.

Students can go to any of our partner universities around the world for either 1 or 2 terms. During this time they remain UM students and pay their regular tuition to the UM. Some destinations currently available are Ghana, Australia, Hungary, China, Denmark, Sweden, Finland, Taiwan, Japan, South Korea, Turkey, Mexico, and the UK. Many of our partner universities offer courses in English.

The International Centre for Students has many openings for exchange placements that go unused every year. Students need to complete an application with 2 references, a

personal essay, a transcript, a photo and the application fee. All eligible students will be interviewed and their application package sent to a selection committee for approval. The selection committee looks for grades, good references and personal suitability for the exchange. Students need to have completed 30 credit hours, a GPA of 3 or higher and be accepted into a UM faculty. Students are strongly encouraged to meet with our Exchange advisor to find an exchange partner which meets their personal, academic and professional goals.

Students can help finance their exchange experience through student loans, bursaries, travel awards and scholarships. Some students work while abroad and some destinations have associated funding available. Our students always come back saying their experience was well worth it!

For more information visit the World W.I.S.E. Resource Centre! Or visit:

umanitoba.ca/student/ics/exchange

SO WHAT EXACTLY IS AN EXCHANGE PROGRAM ANYWAY?Student Exchange Applications are now accepted throughout the year!

The Student Exchange Selection ProcessSubmit Exchange Application

Interview Process

Go on Exchange!Have Fun, Stay Safe, Write Us

You Accept!

Selection Commitee Nominates You

Prepare for Departure

You Attend Pre-departure Orientation

Host University Application

Forms

Complete Letterof Permission

Forms & Course Descriptions

Host Sends

AcceptanceLetter

Courses are

Evaluated

UM sends Letter of

Approved Courses

Apply for Awards & Scholarships

Apply for a Passport

BuyPlane

Tickets

Apply forVisa

BuyHealth

Insurance


INTERNATIONAL EXPERIENTIAL

EDUCATION OPPORTUNITIES

20I3/20I4

BECOME ANEXPLORER

Bangladesh Belize El Salvador Ecuador

Nicaragua Malawi

Peru Tanzania Vietnam

To apply online visit:

umanitoba.ca/student/studentlife experience

Deadline for completed applications:

November 15th, 2013 at 4:00 p.m.

Photo: Deanna Mirlycourtois


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ADVENTURER EXPLORER TRAILBLAZER REBEL PIONEER CREATOR VISIONARY CHALLENGER INNOVATOR DEFENDER PIONEER EXPLORER CREATOR REBEL TRAILBLAZER CREATOR PIONEER

REBEL CREATOR EXPLORER VISIONARY INNOVATOR TRAILBLAZER ADVENTURER REBEL PIONEER CREATOR DEFENDER CHALLENGER VISIONARY TRAILBLAZER EXPLORER CREATOR REBEL INNOVATOR ADVENTURER DEFENDER CHALLENGER

umanitoba.ca/student/ics/exchange

University of Manitoba Student Exchanges

Study Abroad for Academic Credit

Turkey, Australia, Japan, Ghana, Taiwan, United Kingdom, Mexico, Brazil, Sweden, China, Denmark, France, Iceland, Germany, Belgium, Spain, Hungary, South Korea, Hong Kong & many more!

(be) world wise magazine fall 2013 vol 11 issue 1

Documents

international centre

world w

university centre

university of manitobabe

international exchange

cover photo

ainsley wiebe world

resource centre