(be)worldwise october 2012

(be) WORLD W.I.S.E.Work, Internship, Study and ExchangeWorld Opportunities Week Edition, Vol. 11. Issue 1. October. 2012World Opportunities Week Edition, Vol. 11. Issue 1. October. 2012A Magazine from the World W.I.S.E. Resource Centre & the International Centre for Students

INSIDE:

GIRL POWER! in Tanzania

New Subsidized Internships in Malawi, Vietnam & Peru

Service-Learning in Ecuador & Bangadesh

Field Experience in Israel, Brazil, Nicaragua & Costa Rica

Exchange Profi les: Ghana, Hong Kong & Denmark

Travel Study in the Summer Session 2012

Global Colours Photo Contest

PLUS YOUR GUIDE TO

WORLD OPPORTUNTIES WEEK 20I2

THE NAHLAH AYED PRIZE FOR STUDENT LEADERSHIP & GLOBAL CITIZENSHIP

(be) World W.I.S.E. Magazine, October 2012 2

“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 student exchanges, study and travel abroad, take part in internships, and engage in activities that expand your horizons and develop global skill sets.

I.C.S. & World W.I.S.E. Staff:Breanne Guiboche - Student Mobility & Exchange CoordinatorDavid Arenas - Student Exchange AdvisorMatthew Stewart, Christiane Fischer - World W.I.S.E. TeamRobyn Tully - Communications CoordinatorNaomi Fujiwara - International Student AdvisorMeredith Johnson - International Student AdvisorHolly Bernier - International Student AdvisorJoel Trenaman - Coordinator, International Student ProgramsGitanjali Armour - Off-Campus Work Permit CoordinatorToluwalope Dare - ReceptionJulia Osso, Hina Aman, Nguyen Trinh Phuong Ha - Student Office AssistantsTony Rogge - Director

World W.I.S.E. Ambassadors 2012-2013:

Manisha Bansal, Jillayne Bohlen, Timi Chigozie, Rebecca Gole, Matt Hebert,Theo Jeffrey, Patricia Kumbakisaka, Rebecca Kunzman, Han Lee, Beibei Liu, Hossam Meawad, Niku Shaeri, John Simba, Margaret Stromenecki, Kayla Whitehurst, Darren Zuk.

Contributors & Photo Credits: Carly Anderson, David Arenas, Allison Birch, Carol Bolland, Tito Daodu, Kate Davis, Eileen Delahanty, Karlee Dyck, Heather Giesbrect, Roberta Gramlich, Amy Guenther, Matt Hebert, Jaylene Hoffman, Scott Jarosiewicz, Brad LaFoy, Kate Leask, Beibei Liu, Sarah Makenbach, Rachelle Mousseau, Juan Monter-rosa, Breann Maxwell, Amanda Nolan, Thea Pederson, Chela Simunyola, Tony Rogge, Jessica Trent, Alexa YakubovichFront cover photo: Tito DaoduInside Front Cover Photo: Jaylene Hoffman Back cover photo: Amy Guenther

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 the editor at: [email protected]

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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.

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Special thanks to our paid advertisers and sponsors: Extended Education’s Summer Session - Travel/Study; I.H. Asper School of Business Exchange Program; Student Life. Generous financial support has been provided by:

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World Opportunities Week Edition 3

A few weeks ago, during my one-on-one sessions with my Portuguese language partner, I started to reflect on the things

that brought me to start learning a new language. During our conversation, my friend showed me some pictures of famous places in Portugal. To my surprise, I didn’t recognize or know anything about any of them. This was an exciting and incredible moment for me!

While I was in university, I had the opportunity to go on exchange, travel overseas with student groups, and work as an intern in two different countries. Through these experiences I came to appreciate the immense amount of knowledge, the people and the places, that I didn’t know before. Languages, like travelling, exposes people to other ways of thinking and understanding the world. Languages are like a new pair of lenses. They help us understand what makes us unique as individuals and better understand the similari-ties that we share with others.

This fall we are celebrating another edition of our World Opportunities Week (W.O.W.) from October 22nd – 25th. For over a decade the International Centre for Students (I.C.S.) and its World W.I.S.E. Resource Centre has encouraged students to internationalize their education and seek out opportunites to learn more about the world and their place in it. These international activities, once available to only a few, have

become more and more accessible for students. With generous support from the university administration and other donors, an increasing number of students are now gaining experience overseas by participating in student exchanges, service-learning opportunities or internships.

I invite you to join us during W.O.W. and challenge yourself to learn more about what you don’t know. Learn a new language, teach English overseas, go on exchange, or find an international internship. World W.I.S.E. has plenty of opportunities available for students to connect with the world. It doesn’t matter if you are a first year student, in the middle of your degree or an experienced student, there will be something available for you. This year’s event will include presentations by the Japan Exchange and Teaching Programme, the I.C.S.

and Student Life Service-Learning Programs in Tanzania, Bangladesh, Ecuador, and El Salvador, our newly subsidized Students Without Borders Internships in Malawi, Vietnam and Peru, and of course, the I.C.S. Exchange Program. Stay tuned for our International Exchange Fair, the Global Village and the Backpack Latin America display, which will also be part of this year’s W.O.W.

The globe has many doors (and windows) we haven’t opened yet. Every language you learn, country you visit or adventure you take, will open the door to a new set of knowledge and experiences that will, literally, take you places. Now, where would you like to start?

David Arenas, Student Exchange Advisor at theInternational Centre for Students.

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Want to Go?Where Do YouAnd How Do I Get There?


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Badili Mtizamo 2:Girl Power! A service-Learning Project in Tanzania

In May and June of 2012, four University of Manitoba students travelled to northern Tanzania to participate in a six-week service-learning project called Badili Mtizamo, which is Swahili for ‘Change the Way You See Things’. The theme of this year’s program was Girl Power! and focused on issues relating to human rights, gender, empowerment, and the sexual health of teenage girls and boys. Hosted by CPAR, a Canadian non-governmental

organization that has worked in Karatu since 2001, the four students - Breann, Carly, Tito and Rachelle - worked with CPAR to design and deliver an after-school program that incorporated a wide range of experiential learning techniques, including role-plays, drama, songs, games and quizes. 50 students from Milimani and Wel-Wel Secondary School participated in the program. Our UofM team documented their experiences in a blog. Excerpts are repub-lished here, followed by a brief reflection. For more, check out their blog at: www.tanzaniajourney.wordpress.com.

Blog Entry: “Finding the Silver Lining”

To look into the eyes of this student, only a few years younger than myself, and hear the words, “I would rape you” with

such conviction was something which I could never have prepared myself for. From a very young age I have been taught what my rights are, that my body is mine and what happens to it should be my choice. I assume that the same type of socialization has happened in the life of this young man, perhaps his did not include process-es of resistance towards victim blaming or gender equality in all facets of life. Whatever the case might be, our beliefs were in strong opposition. I could not find the words to create a discussion about our differing perspectives and had to leave the class before becoming overwhelmed with emotion.

As soon as I stepped outside of the door I felt my body crash into the brick wall behind me, the sun beating on my face. Despite all that had happened I felt empty. Then I felt angry that someone had taught this boy to believe so whole heartedly that he has the right to rape a woman if he feels she is dressed provocatively. Then I became sad and fought back what seemed like a never-ending supply of tears. Finally, I remem-bered that these reactions, these differences of opinion, these strong convictions are the reasons why we are here, teaching and learning. I did not come here to talk to people who believe all of the same things that I do, I came here to open my mind to new ideas and help others open theirs too. We came here to combat the deeply

ingrained beliefs which allow for the continued subjugation of women and girls. We are here to help boys and girls realize that they have the right to pursue their dreams and goals. We are here to help them learn to work together, to rely on each other, to protect and support each other. We are here to help these young women and men begin to realize that their differences can be acknowledged and celebrated while also creating a stronger and more equal society.

Although it was a devastating and emotionally charged experience I am glad it happened. If this boy hadn’t said what he believed we would not have had the opportunity to discuss it further with the entire class. Even if we were not able change his mind, perhaps we inspired one of the other students to begin to question the common practice, here and in most other regions of the world, of blaming the victim.

Reflection - September 2012

Re-reading this blog post reminds me of the intensity of that day, what happened, how I felt, how the four of us handled the situation, the conversations that followed, and being broken hearted for days afterward. Upon having more time to reflect on this day and all of our days in Tanzania I have come to realize that the discus-sions we had with the students and with each other could not have come at a better time for any of us. We were nearing the end of our time with the students and had all become very com-fortable around one another, we had found a way of approaching difficult questions, and we had

settled into our roles as friends and facilitators. It was hard at the time, but then again, many of life’s difficult and trying moments have a way of becoming the ones which inspire the most posi-tive changes. This day was just one of many in Tanzania which inspired a positive change. We had a powerful reminder of the opportunities hidden in opposing views and the importance of questioning the things you never needed to doubt.

Breann Maxwell is a student in the Women and Gender Studies Program in the Faculty of Arts.

Blog Entry: “Signed: Anonymous”

Wow…yet another amazing and chal-lenging week. Before setting out for our weekend of exploring and

relaxing, we needed to make sure that we worked through some of the difficult experiences we had faced this week. None of this was easy. It just keeps getting more difficult as we continue to get to know these students.

While reading the questions in our question box last night, we were hit with yet another blow. A question from a student was asking about what to do if a teacher or friend was forcing them-selves on them. We had been told about the issue of teachers preying on students in Tanzania. We were aware of it from the beginning. Knowing about it is completely different than experiencing one of our students reaching out asking for help regarding this very problem. All of a sudden,

“I did not come to Tanzania to talk to people who believe all of the same things that I do. I came here to open my mind to new ideas and to help others open theirs too”


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“I often think about our students. I wonder how their families are, how their studies are progressing. I wonder if they are teaching other students about the concepts they learned during our program”

When I look back at this week, I feel incredibly lucky to have been part of this experience. I have learned more than I could ever teach. I have gained insight and have had to work through some of the most difficult problems I have ever faced. I am extremely lucky to have the sup-port of three other wonderful students and the members of CPAR. I am confident that this experience will make me a better person and is shaping me to become a better physician. I owe it to CPAR, the girls and the students I have had the chance to meet. With the end of this trip in sight, I can undoubtedly say that part of my heart will stay in Tanzania.


Tanzania. I haven’t had the chance to read through much of the blog since we have been back because things at home have been so busy. Life didn’t wait for me while I was gone and I found myself playing catch up the second I got off the plane. Sometimes, Tanzania feels like a distant memory or a dream. I have found that difficult to handle at times. Thankfully, reading our blog or looking at our pictures brings me right back to Karatu. I can feel the red earth,

hear the bustle and smell the fresh air almost immediately. I often think about our students. I wonder how their families are, how their studies are progressing. I wonder if they are teaching other students about the concepts they learned during our program.

The experience described in the post was one of the most difficult parts of the trip for me. My emotions are still very raw as I read back through the blog. I am so thankful to have had Breann, Carly and Tito to help me through that time. These challenges have definitely helped me better prepare myself for similar situations I have already faced since coming home. The time we spent in Tanzania was an emotional roller-coaster that I wouldn’t trade for anything. I keep Tanzania with me by remembering the way I felt, the things I learned and the challenges I faced. As I move forward and grow, I continue to real-ize that these experiences are applicable to many parts of my life. I don’t know where life will take me in the future, but I hope that one day, I get to see Tanzania again.

Rachelle Mousseau is a student in the Faculty of Medicine.

it was very real. Whether this question was hypothetical or not, we will never know. Frankly, it doesn’t matter. It hit all of us like a tonne of bricks. Your initial reaction is to scream. Then, you consider running around frantically trying to find who could be doing this to innocent chil-dren. After taking a deep breath, you re-evaluate how you can best help this student in this situa-tion. We did this together yesterday.

What came to my mind was that this student must really trust us in order to confide in us this way. This student must feel a certain amount of empowerment to want and allow us to read this question to the entire group. They knew that by including their question in the box, it would be read to the entire class. We do it for every single question that we get. They are talking. They want to be heard. I feel proud that this student came forward and brought notice to this nightmare. After talking about it at length, we understand that the best thing we can do is to reinforce what we have been teaching. One by one, these students are learning to be more assertive. Form 1’s are talking to Form 4’s and they are growing together.


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SERVICE LEARNINGBlog Entry: “We Are Strong!”

I came here knowing that this was going to be hard. That there would be a language issue - cultural differences. I worried what we were

teaching would go right over their heads or that they wouldn’t care. I was wrong.

I have watched these kids blossom. They have gone from being incredibly shy and giving us textbook definitions, to kids with an attitude and kids who are assertive. I hope that they are now kids who stand straighter and know their rights. I saw girls in Form 1 and 2 take over their group and become the leaders, telling the older boys what to do! Students who said barely any-thing during our class, hugged us and cried with us when we had to leave.

The skits were incredible, with layer upon layer: they talked about relationships, abuse, abortion, pregnancy - sometimes all in the same skit! I was blown away by these kids and how much they had learned. They had taken everything in. One line stays with me, a little Form 1 girl is protect-ing her neighbour from being beaten and the man is now threatening to beat her and she says: “You will NOT beat me, because I am strong!”

A student asked me what I have learned. My answer to her was: more than you or I will ever know. What I didn’t have time to tell her was that I have changed too. I have seen that even a little time can change the way people think. I have learned that not everything is black and white and that there is a bit of grey matter in be-tween. I have seen how a group of kids can grow and become a force to be reckon with.

I was worried that what we were teaching wasn’t enough or that it wouldn’t make a difference. Looking at our students and seeing how much they have changed over the last month I know that these students will make leaders, these stu-dents will be someone important. The amount of pride and love I have in these students was not something I had anticipated. Four weeks, 8 classes, 16 hours. It was enough.

Photos - opposite at top: at the ‘pool’ in the Ngrongoro Crater (yes, those bumps in the water are hippos!); this page - top to bottom: student at Milimani Secondary School; Team Girl-Pow-er! at Wel Wel Secondary School (left to right: Breann, Rachelle, Tito and Carly); the method of instruction, Breann at Milimani, always lots of music and laughter!

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Throughout my experience in Karatu I was constantly worried about the cultural differences and our lessons being understood. During those last classes and seeing the kids put our words into action I was speechless. I remember sitting with my mouth open wide and being so proud of the kids I had only known for 4 short weeks. Those students taught me more then I can understand. Even though I have been home for just over two months I am constantly reminded of those days I spent teaching and learning. Those kids taught me that just because you are one person, you are one of many. They taught me that one voice may be heard, but many voices cannot be ignored.

Carly Anderson is now a student in the Faculty of Human Ecology.

“Blog Entry: Standing Ovation”

For everything there is a season…a time to break down, and a time to build up; a time to weep, and a time to laugh; a time to

mourn, and a time to dance…a time to say “hel-lo”, and a time to say “goodbye”. With only one day left in each school I feel humbled when I re-flect on how many seasons we have seen since we

arrived in Karatu, both literally and figuratively. We arrived in the midst of a lush rainy season, overwhelmed by the vegetation, humidity, fresh-ness and earth that had been compacted by the rain. As we are getting to closer to leaving it is becoming dry season – we watch as plants begin to shrivel, the roads become more dry and dusty with red dirt, and the air crisp. As a group we have gone from being almost complete strang-ers to becoming trusted friends. We started out with the objective of developing a curriculum for secondary students, but what we have done and built here is so much more than that.

I have wrestled endlessly with the balance between meeting the objectives laid out for us by the university and CPAR and staying cognizant of the real human and emotional outcomes that could never be described on paper. And while the directions and objectives that we were given have been instrumental in guiding the program that we developed and the way that we have gone about our work, my experience here cannot be measured objectively. There is no way to quantify or qualify the things that I have encountered: the moments of exuberant joy, or the moments of excruciating sadness. These things are all subjec-tive. The ways in which my humanity has been shaken and stirred up by the words and actions of the students in our program can never be fully described. I am struggling with sorting through

the impact that this experience has had on me and know that it is a process that will take quite a bit of time.

I just wanted to take a moment to celebrate our students. These young girls and boys are some of the most incredible individuals that I have ever had the pleasure to meet and work with. It’s important for me to make this declaration. Without them – their help, their enthusiasm and eagerness, their well-thought out inquiry and comments – we would have been completely lost. The hours that have been poured into this program (including quite a few late nights) was because of them. Because every single day that we have been here these students have challenged and inspired us, and to give them anything less than our best would have been a major disservice to this very deserved group of youngsters.When I think about how far each of them has come in just a few short weeks, it blows my mind. The last few days have been really hard for all of us. Faced with the reality of having to say goodbye to these kids and our colleagues at CPAR, we have all had moments that were interrupted by unexpected (and sometimes unwanted) tears. We can tell that the students are emotional about our impending departure as well. This in itself – the fact that they seem to appreciate us as much as we do them – is gratifying. But what is much more exciting is

“My experience here cannot be measured objectively. There is no way to quantify or qualify the things that I have encountered: the moments of exuberant joy, or the moments of excruciating sadness. These things are all subjective. The ways in which my humanity has been shaken and stirred up by the words and actions of the students in our program can never be fully described”

SERVICE LEARNING


the eagerness to teach other students what they have learned that you can see in their eyes. The seriousness and devotion with which they have embraced their new duty and responsibility to be facilitators and leaders among their peers – this is success! Our students are young visionaries. They are all leaders and it is rewarding to know that we have helped to equip these leaders with tools that they can use to succeed and to stand up for themselves in a challenging world.

There is a season to teach, and a season to let the student become the teacher. I have so much confidence that we have given this education to the perfect group of kids. We asked them to prepare skits on a topic that they have learned and they will be performing them in the last classes that we have today and tomorrow. We are all eager to see what they have come up with. I for one am trying to keep my focus on the fact that we get to see all of their skits on the last day and not on the fact that this also means that we have to say goodbye. If you are reading this blog post and wishing you could see them perform, don’t worry! We will tell you all about it! But since you probably have a pretty good idea by now how excellent these students are you can go ahead and give them a pre-performance Standing Ovation! Go ahead! They deserve it.


It’s now been a few months since we left Tanza-nia and said our tearful goodbyes to the talented group of youngsters that we got the awesome op-portunity to teach and learn from. As I read this blog today, though removed from the original emotion that’s was feeling then by both time and space, I feel still compelled to stand up and clap for them all over again. I came back to my life in Canada and was quickly consumed by work and school and other responsibilities. I was only a transient participant in their reality, something that we were all acutely aware of when we were in Karatu. The hope (and belief ) that our tran-sient stay made a permanent impact in lives of that unique group of students is something that I still cling to now. And though I am physically removed from this experience in Tanzania, the pride that I have for these kids is unchanged, and perhaps has even had a chance to mature and grow. And in case you are wondering if they lived up to the hype of that blog post...they were even better than I could even have dreamt or articu-lated. I guess what I’m trying to say is that it may be time for another standing ovation! Go ahead. They deserve it!

Tito Daodu is student in the Faculty of Human Medicine and recipient of the 2012 Nahlah Ayed Prize for Student Leadership & Global Citizenship.

Applications for UofM Service-Learning Programs in 2013 are now being accepted.

For more infomation, check out: umanitoba.ca/student/studentlife/experience

An information session and presentation on Badili Mtizamo 2013 will be held during World

Opportunties Week on Thursday, October 25th., (see page 16 for more details)

Over the last five years, 18 UofM students have travelled to Malawi, Tanzania and Uganda on the UofM and CPAR Service-Learning pro-

grams. Together, they have raised over $35,000, all of which has been donated directly back to

the local projects they have visited and par-ticipated in. This year’s team will be holding a

fundraising event in February. They have chosen to donate the money they raise to a maternal and newborn health project. Watch out for details on when and where this event will be in the winter edition of the (be) World W.I.S.E. Magazine.

Asante sana!

Photos: Tito Daodu

SERVICE LEARNING


SERVICE LEARNINGA frigid burning cold, shortness of breath,

dizziness and a unique sense of accom-plishment; there is nothing quite like

climbing a snow-capped volcano 4,800 meters above sea level. That was one of the many high-lights of my Ecuador Service-Learning Experi-ence (ELSE), a 5-week program offered by the Office of Student Life and the Municipal School District in Quito.

This experience was very rewarding. First, I had the opportunity to work with youth trying to overcome social and personal obstacles. Second-ly, I learned about social issues in an interna-tional context. Third, the program was mentally, emotionally and physically challenging, allow-ing me to develop as a person, a leader and as a future healthcare professional.

For similar reasons, there are two memories that really touched my heart and soul. On our second day at one of the schools, a young lady passed around a metal lunch box. As each stu-dent put their loose change into it the ‘clink’ of the coin echoed around the concrete classroom. Thinking that the collection paid for classroom materials or a meal, I asked a student what it was for. The student turned to me and said “her Dad was in a motorcycle accident and needs an expensive surgery that the government doesn’t cover”. My heart dropped to my knees and I fought back tears. Knowing that the female student wasn’t going to collect more than a couple dollars, I didn’t know if I should reach for bigger bills or passively take-in a humbling mo-ment. I did the latter, but I knew at that moment that this experience was going to challenge me emotionally.

The second memory involves an older woman named Maria who lived in a low income barrio called San Patricio. One day a nun took us to visit Maria. We walked about thirty minutes be-fore we stopped. “Wait back here,” she said as she stood in front of an eight foot high sheet-metal fence and barking dogs. The nun grabbed a large stick and started yelling at the dogs. They backed away and, as I looked curiously through the crack, I caught my first real glimpse of unaltered poverty. We walked down steps surrounded by metal scraps, more dogs and overgrown vegeta-tion and finally came upon Maria. The walls and roof of her home were sheet metal and the floor was red dirt. Her belongings were scattered about and the only thing of value appeared to be multiple figurines of Saints and Jesus. After a brief conversation, Maria turned to us and said:

Three Hemispheres of Learning:the head, the heart and the feet“I wish you good luck in your future professions and on your journey home. May god bless your life and your family.” She extending her hand with humility and dignity and, as I shook it, I experienced an internal conflict. I didn’t know how to make sense of what I was seeing, smelling and hearing. All my senses were overwhelmed and my heart and mind were frozen. The only re-sponse that came to mind was “thank you Maria, may God bless you too”. I felt helpless. I knew I couldn’t just give money to her, as she made it clear that she didn’t want financial help, but I didn’t know how else to improve her situation. I later learned that her community helped support her and keep her in her home.

After reflecting on these experiences, the theme that came most clearly to mind was community solidarity. My encounters with the young girl and Maria reminded me about the importance of community and the relationships we have in a capitalistic world that promotes selfishness and independence. What did this program teach me? I think the better question is what didn’t the

program teach me. It helped me to mature as a student, leader, and health care professional - but most importantly, it helped me to grow as a person and member of the global community.

Juan Monterrosa is student in the Faculty of Medicine. He is the Praxis Coordinator for the Office of Student Life on the Bannatyne Campus.

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SERVICE LEARNING

In May 2012, I had the unique experience of participating in the Bangladesh Service-Learning Experience, a five-week service-

learning placement hosted by the Rangpur Dinajpur Rural Service. RDRS was established in 1972 to assist with relief and rehabilitation in the area of Greater Rangpur-Dinajpur following the War of Independence. Today, its program has evolved into a comprehensive effort to achieve sustainable improvements in the living standard of the rural poor, particularly landless and marginal farmers. RDRS seeks to enable those who participate in its programs to gain necessary skills, knowledge, and confidence; and to ensure that the rural communities have access to economic, social and environmental resources.

I was really impressed by the hard working nature of the staff, and by the uniqueness of the programs. Five weeks was certainly not enough time for me to gain a comprehensive understand-ing of the programs and their effect on commu-nities, but from what I have seen, RDRS benefits people in the region in a profound and unique way. I am truly honored to have been introduced to so many of RDRS’ working areas, and to have had the opportunity to learn about how issues like gender empowerment, education, healthcare, food security, and microcredit are addressed in practice by development agencies. I hope to return to this incredible country, and when I do, I believe I will see increased health and wellbeing thanks to the many caring and ingenuous people

working in Bangladesh – it has moved me and found a special place in my heart.

The memories that I will take back home are countless, but I will always cherish the stories that I have heard, the passion and the spirit of the people in the villages who welcomed us with dance and singing, the incredible hospitality and dedication of the RDRS staff members, the hardworking nature of this people-powered country, and the overwhelming drive for change held by the people of Bangladesh. Despite the social injustices which persist in this nation there is rarely (if ever) fear, negativity or despair, but rather an overwhelming amount of hope. Going to Bangladesh gave me a greater under-standing of the social and economic challenges that many people face, and also gave me a better understanding of who I want to be in order to have a positive impact on society – in Canada and abroad. Before the program began, I made a personal mission statement that said: “I wish

to expand my comfort-zone, listen fully, venture into the unexplored, and challenge my personal views based on the stories and sights I hear and see from Bangladesh.” After the trip I have learned that even though I may not have “given back” or helped improve the situation in the country, I can share the stories that I heard and the lessons I learned with others, to better their understanding of how we face common chal-lenges, and how despite distance we are more connected than we often believe.

Allison Birch is student in the Faculty of Arts. She coordinates the Alternative Reading Week and Children Rising Mentorship programs in the Office of Student Life.

“After reflecting on these experiences, the theme that came most clearly to mind was community solidarity”

Applications for UofM Service-Learning Programs in 2013 are now being accepted. For more infomation, check out: www.umanitoba.ca/student/studentlife/experience

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In the midst of Holon, a suburb of Israel’s Tel Aviv, stands an unassuming building bearing anything but a usual purpose. Within

those four walls lies the headquarters to Save A Child’s Heart (SACH); an Israeli founded humanitarian organization whose mission is to improve the quality of pediatric cardiac care in the developing world. SACH consequently provides life-saving cardiac surgeries for children with heart disease and trains medical personnel, all from developing countries, without regard to “nationality, religion, color, gender, or financial situation.”

With 11% of the organization’s children coming from South America, Asia, and Europe, 40% from Africa, and 49% from the Palestinian Authority, Jordan, Iraq, and Morocco, SACH truly is the pinnacle of diversity. Under that one roof in Holon, people of all different nationalities, ethnicities, religions, and cultures are brought together – people who’s political and social norms typically dictate that they should hate each other, and yet who often come to rely on, cherish, and care for one another. With so many of today’s conflicts seemingly rooted in the differences between peoples, this reality can seem confounding. But after spending a month volunteering and living in the SACH children’s home, I received a life changing lesson in the connection that our shared humanity can provide us and the profound depth that such connections can achieve.

When I first arrived in the SACH home I felt overwhelmed by the language barrier that seemed to divide me from the majority of the children, mothers, and caregivers. Frankly I questioned how I would ever be able to provide the emotional support or constructive activities expected of me as a full-time volunteer without any prospect of mutual understanding. But somehow, after many moments of frustratingly finding myself unintelligible to nearly all those around me, the natural inclination to rely on words slowly disintegrated. I discovered a shared language in head shakes and nods, hand squeezes and high fives, smiles and giggles, even frowns and grunts – a language I learned we all as human beings possess and are able to access if we only just open our minds. And perhaps within that simple, hackneyed expression lies the secret of SACH – a place where people of all walks of life must live together and where survival entails no choice

but to open one’s mind to the ways of another. It is through this act of candid confrontation that preconceived differences melt away and one starts to realize that the only divisions that exist in this world are those we draw ourselves. I held a Palestinian baby and laughed with her mother in an Israeli hospital; I cooked delicious food together with Christians, Muslims, and Jews; I had tea parties and played board games with kids from Zanzibar, Angola, Tanzania, and Ghana; I watched Israeli doctors judiciously and compassionately tend to Palestinian and African children. And in all of these intercultural immersions, the most profound realization was not of how unique and amazing each situation was, but rather how ordinarily and naturally each interaction played out. The resulting lesson gleaned was not how we can overcome our differences but instead how few differences actually lie between us.

Of course even if it were possible, the solution to the world’s conflicts would not simply entail getting everyone into the same room – for there must first be a willingness to jettison prejudice and accept similarity. But before one succumbs to the cynical conclusion that such a condition is impossible, Save A Child’s Heart ought to serve as a reminder that when hearts need healing, chasms can be bridged.

Alexa Yakubovich is a student in the Faculty of Arts and was a World W.I.S.E. Ambassador in 2011-2012.

FIELD EXPERIENCE

Bridging Gaps One Heart at a Time“It is through this act of candid confrontation that preconceived differences melt away and one starts to realize that the only divisions that exist in this world are those we draw ourselves”

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In March 2011, I spent a month in Nicaragua for my M.A. thesis research. As a student in the department of Political Studies, I study the

participation of young Nicaraguan women in social movements. While the idea of traveling internationally for field research was exciting I soon realized that by doing so I had signed up for a lot of extra work!

Setting up field research from a distance presented many challenges. Anxiety set in when many of my contacts in Nicaragua seemed to cease communication. I realized that, though this was my research, I could not do it without the support of people who lived there full time. Thankfully, I was able to make new contacts through other networks. My research assistant, a young woman from the local university, was particularly vital to the success of my field study.

Interviewing in a cross cultural context was both extremely challenging and rewarding. With each interview, my skills as an interviewer slowly improved. I learned to ask questions in a way that would resonate in the Nicaraguan context. Through this experience I learned that when you are doing interviews in a cross-cultural context researchers must be aware of their own cultural bias and assumptions. I have had previous international experiences and I am aware of my cultural baggage. However, the interview process was yet another experience in which I was challenged to adapt my way of thinking - to step outside of my own frame of reference - and to begin to understand how the questions might be interpreted from another frame of reference. For instance, when asking about political issues in a country where partisan politics is viewed with much greater suspicion than here in Canada, it required me to reframe questions so that the respondents felt comfortable answering them. Building trust was an important part of the process and I learned that I had to answer questions too. In fact, interviewees were very curious to know why a Canadian would be interested in their country and particularly in their demographic (young women). Many of them questioned me about this and in doing so, some of them thanked me for being interested in their story and the situation in their country. Despite the many challenges and the extra work, I returned to Winnipeg having completed many productive interviews. Equally important, I learned about the process of conducting a qualitative study in a foreign language and in different culture. These skills will prove useful in my professional life.

Roberta Gramlich is currently a graduate student in Political Studies. She works for the Canadian Food Grains Bank and is a board member of the Manitoba Council for International Cooperation.

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FIELD EXPERIENCEResearch Conundrums& Cross-Cultural SkillsGo Hand in Hand


FIELD EXPERIENCE“For all of us, these two weeks were very emotional. Most of us were struck by the reality of poverty for the first time. And now we need to think about what this means for ourselves and the way we should be living our lives”

Come Alive! in Costa RicaThe vision for this new program for students in residence was outlined

during the summer of 2011, but we had no idea how great of an experi-ence it would be! We began a journey that is now a process of serving

others, evaluating our perception of the world, and figuring out what our life should be about. This was not only an international experience, but also about local volunteering and self-development. Before going to Costa Rica, our group worked with Siloam Mission, an agency that helps the homeless and poor in Winnipeg. Our work focused on organizing events for the residents of a newly purchased housing complex called The Madison. This led to unique friendships between students and people who had a rough road and were now in search of a little peace. We helped establish a program at the Madison that was similar to the social programs run by Residence Life on our campus, and thereby, we helped make many people’s daily lives more enjoyable.

Our group did not have too much time to think about what was waiting for us, but when we finally got on the airplane, excitement and anticipation was all around us. We spent 8 days in the beautiful Cabo Blanco National Park, located on the Pacific coast. At this magical place, consisting of jungle and natural beach-es, we provided labour for trail maintenance. But we also spent a week reflecting on our lives and making life-long friendships with our hosts - students from the University of Costa Rica. We returned to the city to start our work with Futból por la Vida, an organization that reaches children in the shanty towns of San José through the game of soccer. Not only did we participate in practice sessions, but we facilitated English lessons, art workshops, and other physical activities.

Justin Larkins recalls, “What made Costa Rica so special was that we were all working towards achieving our potential, while helping others realize and reach their own potential. Some days were very strenuous physically, mentally, emo-tionally, and psychologically, but the results of the program speak for themselves. I have no doubts that the participants of Come Alive will achieve any goal they really strive for.” For me it is great because now the patrons at the Madison have an improved social environment, the students at the UofM and University of Costa Rica have friends from another country to share their language, culture, and life experiences with, and most importantly, society has a group of students who are united in their efforts to achieve and to help others to achieve.

Chrissi Fischer is an international student in the Faculty of Arts. During the summer of 2012 she was a Student Mentor for Come Alive! Currently, Chrissi works at the World W.I.S.E. Resource Centre. She is a Bison athlete too!

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I am sitting in my apartment in downtown Winnipeg listening to the confident sound of city buses whizzing by. A few short weeks

ago I was eating delicious barbecued chicken hearts and sipping Brama with my Brazilian fam-ily and friends. It started on June 20th, when I walked into a small hut built with sticks and old blankets to see a mother hold her 6 month old baby girl who was struggling to breathe and un-able to breastfeed because of severe pneumonia.

A few weeks later, a few colleagues and I were led through a thick forest by a short strong woman and a young man who was dressed ready to fight. We stopped in a small clearing where we saw the graves of the man’s 3 brothers. They had been killed while fighting for the right to the nearby land which was being claimed by a large sugarcane farm.

I went to Brazil this summer for a 3 month Students for Development internship funded by Canadian International Development Agency. I traveled with Family Social Science professor, Dr. Wilder Robles and 8 other undergraduate

students from the UofM. Our mission was to gather information about Guarani-Kaiowa and Terana indigenous communities in Brazil and to learn from our own experiences. We were divid-ed into 4 groups organized by topics: economic development, child development, food security, and community nutrition.

Since I was completing my Human Nutri-tional Sciences degree I was selected to apply my knowledge of nutrition and learn about the nutrition status of the indigenous people by talking to community members and health professionals. We visited two indigenous reserves in Mato Grosso do Sul state. I also visited smaller groups of indigenous people who are living on small pieces of land on the edge of sugar cane fields or alongside a highway. Land conflicts and marginalization affect the indigenous in many ways, including their nutrition and health status.

I learned and experienced so much in 3 months in Brazil. I saw Iguazu falls on the Brazil and Argentina border, I swam in the South Pacific Ocean, and experienced the famous meat of

Southwestern Brazil (if you like meat, you should go!). But more importantly, I learned about the lives of the indigenous in the region, I learned a new language (Eu fala um pouquinho de Portugues!), and I learned about 2 new and unique cultures: mainstream Brazilian and indigenous culture. One thing that became more apparent to me is that I like it when things go as planned. But in Brazil things happened very spontaneously or they didn’t happen at all. I think this is common in many research or cross cultural experiences. You must learn to be flex-ible and go with the flow and you will you enjoy your experience much more. Most importantly, I became even more passionate about commu-nities reaching a higher level of food security and improving their nutritional status, because nutrition and health affects their whole lives in a multitude of ways.

Heather Giesbrecht is a student in the Faculty of Human Ecology. In the summer of 2010 she participated in the UofM’s Summer Institute for Student Leadership and Global Citizenship.

Culture, Change & Conflict in Rural Brazil

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YOUR GUIDE - WORLD OPPORTUNITIES WEEK 2012


Global Colours Photo Contest

Photo: Brad LaFoy

Cash Prizes!Open to all studentsSubmissions accepted from: October 22nd., to December 14th.Guidelines at: www.umanitoba/student/ics/wwise/photo_contest.html

10th Annual


Global ColoursPhoto ContestWinners 2011

(left) First Place: Beibei Liu - Spice Window! This little window shop owner, Mr. Lee, has run this shop for 47 years, selling traditional spices in one of the biggest local markets in Kuala Lumpur, Malaysia. Every smell, bargain, smile and noise here seemed pretty charming. Mr. Lee said hi to passers-by, bar-gained with customers and sold things through this small spice window. He found his own way of enjoying life through this window and spent almost all of his life there. But for me, I just realized that everyone needs a window to be open to the world and to add charms to your own way of life.

(top) Second Place: Brad LaFoy - Untitled. Although I had travelled to other countries before, Havana was the first place I visited where poverty was the norm, rather than the exception. Its impact wasn’t something I was prepared for, but neither was the warmth of the people. I spent half an afternoon visiting and playing with Domingo (shown here playing in a dumpster near his family’s apartment) and even though I spoke almost no Spanish and he spoke almost no English, we got along and communicated effortlessly.

(right) Third Place: Kate Leask - Shy Massai Smile. While working in Kenya I taught in Kajiado, a rural Maasai village. While there I was given the chance to go with a local doctor to help with a Feeding Program for traditional ru-ral Maasai children. We drove to the middle of nowhere, way beyond where any roads went until we reached a little shelter. Maasai mothers bring their children here to get food donations and medications. This picture is of one of those mothers. she walked for hours and hours with her babies to get them the help they needed. They were very curious, but shy.


Selected photo contest submissions 2011: top -Sarah Makenbach, South Africa; left - Eileen Delahanty, Bangladesh; bottom - Kate Davis, Greece ; immediately above - Scott Jarosiewicz, Tanzania.


STUDENT EXCHANGE & 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 experiences ever! If you are like me and you are passionate about interna-tional issues, this is a great program to be part of ”

Patricia Kumbakisaka, Political Studies, Faculty of Arts

Record-Breaking Year for Exchange Scholarships and AwardsIt’s a better time than ever to consider doing an international exchange or international experiential learning program. ICS has disbursed over $85,000 in exchange awards and scholarships in the last year. Many students have supplemented these awards by applying for specialized travel funds, awards and bursaries offered by their departments or faculties, including over $22,000 from the I.H. Asper School of Business (exchange awards), the Faculty of Arts, and a new award for undergraduate travel in the Faculty of Science. Combined with $50,000 in new funding for students who are accepted into the UofM’s international service-learning and internship programs offered through Student Life and I.C.S., students can explore new opportunities like never before. Fundraising efforts off-campus have also proven to be a feasible and rewarding experience for students who want to off-set their costs.

In 2011/2012 a number of UofM students were successful in their efforts to procure generous fund-ing for their exchange programs via the DAAD scholarship mechanism (Germany) and the Govern-ment of Japan. These students recieved a combination of grants and monthly stipends to subsidize the cost of their travel and living expenses.

AlumniNewsHard to believe - we know - but some-

how I.C.S. managed to convince David Arenas (Arts -G.P.E. 2010; Exchange - Sweden; Students Without Borders - Malawi; Summer Institute for Student Leadership and Develop-ment) to leave the U.W.O. and come back home! David is now working at I.C.S. in the capacity of Student Exchange Advisor and will help facilitate the World W.I.S.E. Ambassadors team. Welcome back David!

Former World W.I.S.E. Ambassador, exchange alumnus (Hong Kong), WUSC

Local Committee member, and participant in Ntchito Yabwino, a service-learning project in-Malawi, Jill Nichols (Law 2011), is now doing a Masters in International Humanitarian Law and Human Rights at the Geneva Academy of Law. The world is a better place already!

Jacklynn Stott (Arts 2011), WUSC Local Committee alumnus, exchange participant

(Korea) and member of the Badili Mtizamo team that travelled to Tanzania in the summer of 2011, is now the President of the Winnipeg Chapter for U.N.A.C. (the United Nations Association of Canada) which strives to educate Manitoban’s about the role of the United Na-tions and its efforts to tackle human rights issues.

Asper School of Business graduate and ex-change alumni (Korea, Singapore), Michael

Anderson, has recently written about the value of his exchange experiences in the September issue of the Bottom Line. He writes about how he leveraged his degree credentials and his international and intercultural experiences into a series of jobs in Korea, China, and now in Hong Kong as the CEO of an international company. To Michael, going on exchange is simply a no-brainer, there is everything to gain and nothing to loose.

World W.I.S.E. Ambassadors and staff meet Stephen Lewis (centre). From left to right: Timi Ojo, Murat Ates, Bilan Arte, Patricia Kumbakisaka, Carol Nabanoba Musoke, Breanne Guiboche and Julia Osso.


SS - World WISE Ad - 2013.indd 1 12-08-28 4:03 PM


Vietnam, Malawi & PeruStudents Without Borders and I.C.S. team-up to launch 5 subsidized internships in the summer of 2013

“This was a learning experience that went beyond what I learned in the classroom and more into the realpolitik of what development work is - balancing the expectations of donors, governments and the people”

During the summer of 2010 I worked as an intern for the Malawi Network of Religious Leaders Living with HIV/

AIDS (MANERELA+). My internship, facili-tated by I.C.S. but organized by WUSC through its Students Without Borders program, brought me to Lilongwe to work as the Income Generat-ing Officer of the organization.

During my time in Malawi, I was in charge of creating activities that helped MANERELA+ sustain the funding of their community orga-

nizations. Through the networks and connec-tions I developed with the Ministry of Natural Resources, Energy and Environment, we created a plan to implement the creation of bio-mass fuel briquettes. These briquettes are made out of re-cycled paper combined with saw dust and water, and are used as an alternative source of fuel to replace coal and firewood. During the duration of my internship, I was responsible for designing the project, training and logistics. My personal goal was to leave the organization with a sustain-able project that could be continued by my

colleagues over the years to come and that would positively impact on the lives of our clients.

A lot has happened in Malawi since I finished my placement in October of 2010. While I was in the country, I came to see how the president had become more and more powerful. He had banned the vice-president from the cabinet, changed the national flag, spent money in travels overseas, etc. What I found even more exciting and interesting, was the fact that I got to experi-ence all of this at the ground level. My boss at


to health care, water and sanitation, education, youth empowerment, agriculture and many other exciting fields. Once you have selected the internship descriptions that best suits your skills, you can complete the application form available on the World W.I.S.E. website and attach all the necessary supporting documents (reference letters, statement of interest, resume and your ranking of your top three placements). Ultimately, your application sent overseas, and the host organizations decide which interns go where - they are in the driver’s seat.

This is an opportunity in a challenging environ-ment where you will be tested not only intel-

lectually, but also in intangible ways that will shape your character. We tend to observe the work of a N.G.O. through a special type of lens. The messages we receive about the people we need to ‘help’ accentuate poverty and use images that make us want to contrib-ute because it’s sexy. My time in Malawi gave me a different perspective on how to look at the work of an N.G.O. and the connections they can have with other places in the world. The humanness and resilience of people is something that is not shown in a television ad with starving children.

While there are severe shortages and insti-tutional challenges in the developing world, the global south is full of people who aspire to the same things we want from life. We all want to be happy, successful and enjoy time with our loved ones. Aside from the profes-sional learning and career experience I gained from this internship, I think I gained more than what I contributed to MANERELA+. I have a new outlook on life and what I want to accomplish wherever it is that I work. I also gained lasting personal and professional relationships that have impacted my life, val-ues and priorities. Ultimately, this experience has helped me realize the difference I can make, but it also showed me the importance of getting engaged in my local community as well.

David Arenas, I.C.S. Student Exchange Advisor.

“My personal goal was to leave the organization with a sustainable project that could be contin-ued by my colleagues over the years to come and that would positively impact on the lives of its clients”

MANERELA+, Rev. MacDonald Sembereka, quickly became one of the most outspoken critics of the government, organizing rallies and demonstrations. While working under his leadership, I learned more about the impact that foreign donors and international organizations had in the lives of the people of Malawi. This was a learning experience that went beyond what I learned in the classroom and more into what the realpolitik of what development work is – bal-ancing the expectations of donors, government and the people you are helping.

Unlike other internship placements where you have to pay stratospheric amounts of money for programs that have a lot of hidden fees, SWB is a very affordable program, thanks to the support of the University of Manitoba. To begin the application process, students need to review the list of partner community organizations (usu-ally local non-governmental organizations, but sometimes they can also be government schools or colleges) and job descriptions that are listed on the SWB placements page. There is a large variety of fascinating opportunities in Peru, Malawi and Vietnam, dealing with issues related

Post-script: After temporarily fleeing the country after former president Bingu Mutharika passed away in the spring of 2012, MacDonald Sembereka (my former boss) became the new government’s special advisor on N.G.Os and Civil Society. He now works at the Malawian Parliament.


INTERNATIONAL INTERNSHIPS“The contributions of the SWB interns to the objectives of WUSC in Malawi cannot be overemphasized. They have played a very important 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.

Photo: Jessica Trent

Photo: Vicki Latter

Photo: Tony Rogge

Up to five subsidized internships in Malawi, Vietnam and Peru will be available to qualified University of Manitoba students starting in May 2013. 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 agencies 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, UofM participant 2010

Dates: May and June to end of July or August 2013Actual cost: $5,500* - Grant: $3,000 - Your cost: $2,500

Contact: Breanne Guiboche, Student Mobility and Exchange Coordinator - 204-474-6736; [email protected] Applications from UofM students will be accepted by I.C.S. until January 11th., 2013.

Internships for the summer of 2013 will be posted shortly. 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,

I.D.I. training, and the Extended Education course “Transformative Partnership: An Introduction to Service-Learning.”

Students Without Borders

A WUSC & CECI PROGRAM


TRAILBLAZER PIONEER EXPLORER INNOVATOR VISIONARY THE

NAHLAH AYED PRIZE FOR STUDENT LEADERSHIP & GLOBAL CITIZENSHIP

This year’s nomination deadline is Friday, December 14th.For terms of reference and nomination forms:

http://umanitoba.ca/student/ics/wwise/nahlah_ayed_prize.html

Photo: Tony Rogge


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

AWARDS & SCHOLARSHIPS

The Carla Thorlakson Memorial Fund provides a generous annual scholarship, fellowship and bursary to undergraduate and gradu-ate students, who are advancing research into the areas of: human

migration, including all aspects of refugee, immigration and citizenship issues, both in Canada and worldwide; the status of women in Canada and worldwide; and, the roles that canada’s Foreign Service or its civil society can play in defining and implementing Canada’s roles in the international community. The annual submission deadline is October 1st. More infor-mation and detail on how to apply for these awards is located at: umanitoba.ca/faculties/arts/awards/2923.html

Are You Studying the Status of Women, Trends in Migration or the Experience of Refugees?

Scholarships, Bursaries & Awards Now Available for International Student Exchanges & Experiential Learning!

Sometimes it seems that adding an international component to your degree program is simply beyond your budget. We think it’s an investment worth making, so start planning now! Costs for interna-

tional travel include things like: airfare, accommodation, health insurance, passports, permits and visits to the doctor for shots and medicines. It can all add-up, and that’s even before you upgrade your camera and hiking boots! To help students make these opportunities more affordable, the International Centre for Student is now offering scholarships and awards for students who get accepted into its exchange program. Check with your home faculty to see if it also offers awards for students exchanges or if it has travel funds set-aside specifically for students.

If you are more inclined to pursue a global and experiential learning program, I.C.S. and the Office of Student Life can now offer special fund-ing and subsidies for their service-learning and internship programs in El Salvador, Ecuador, Bangladesh, Malawi, Tanzania, Peru and Vietnam. For more information on how to apply for these awards, scholarships, and subsidies stop by the World W.I.S.E. Resource Centre (541 University Centre) or check out:

umanitoba.ca/student/ics/exchange

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.workingoverseas.com/user/issi/5995

STUDYVOLUNTEER

INTERNTEACHWORK


EXCHANGE PROFILE

Something Awesome in the State of DenmarkCompleting my undergraduate degree in

a timely manner has always been first on my list of educational priorities. My

travel plans, on the other hand, even though I have always valued them as much as my educa-tion, have often taken a back seat.

When I was presented with the opportunity to partake in a student exchange in Denmark last fall, I felt like I had discovered the best of both worlds. A student exchange allows Erasmus stu-dents to explore another way of living, enhance their education, and enrich their lives forever. Studying in Denmark gave me the chance to learn about different cultures and lifestyles. Reading about lifestyles and national traditions

can be alluring, but learning about another culture first hand is so much more fulfilling. I met fascinating people during my journey, and I was able to learn about them and their lives by acculturating myself completely.

Combining education and travel allows students to get the most out of an experience abroad. Student exchanges connect you to the type of people you would not necessarily meet if you were simply traveling for leisure, or if you were going to school merely for the degree. Through the immersion of students in another culture, student exchanges can facilitate an added dimen-sion of self-reflection and self-understanding, something that I think can only be discovered by

taking risks and trying new things. The hardest lesson I learned while on exchange was that ex-periences like this rarely last forever. That being said, if you strive to embrace the positive aspects of an experience, the memories and the impact of that experience should last a lifetime.

Thea Pederson studies in the Faculty ofHuman Ecology. While in Denmark she studied atAarhus University.

“Combining education and travel allows students to get the most out of an experience abroad. Student exchanges can facilitate an added dimension of self-reflection and self-understanding, something that I think can only be discovered by taking risks and trying new things”

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ASPER INTERNATIONAL EXCHANGE PROGRAM 2013/14

SAME ACADEMIC COSTS

FULL CREDITMAXIMUM VALUE

PROCESS Attend information session in October or November 2012 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: Jan. 31, 2013 Round One provides students with the first choice of partner schools and potential faculty-based scholarship funding

Round Two Selection Deadline: July 15, 2013Round 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






DEADLINES

Round One Selection Deadline: Jan. 31, 2013Round One provides students with the first choice of partner schools and potential faculty-based scholarship funding

Round Two Selection Deadline: July 15, 2013



Attend information session in October or November 2012 Research countries and schools for September or January departures

Years of Excellence in Business Education

InterExMagAd_12.indd 1 8/15/12 5:15:58 PM



SAME ACADEMIC COSTS

FULL CREDITMAXIMUM VALUE

PROCESS Attend information session in October or November 2012 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






DEADLINES

Round One Selection Deadline: Jan. 31, 2013 Round One provides students with the first choice of partner schools and potential faculty-based scholarship funding

Round Two Selection Deadline: July 15, 2013Round Two provides students with the choice of remaining partner school opportunities


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






DEADLINES

Round One Selection Deadline: Jan. 31, 2013Round One provides students with the first choice of partner schools and potential faculty-based scholarship funding

Round Two Selection Deadline: July 15, 2013



Attend information session in October or November 2012 Research countries and schools for September or January departures

Years of Excellence in Business Education

InterExMagAd_12.indd 1 8/15/12 5:15:58 PM

EXCHANGE PROFILE

My Hong Kong Take AwaysInitially, my motivation to participate in this

exchange program was primarily sightseeing and travel. Little did I know that this

experience would lay the foundation for me to become a dynamic international business leader. Without a doubt, the cornerstone of success in international business relies on overcoming the challenges that can appear from our cultural differences. As an international business major, this exchange gave me first-hand experience on how to deal with cultural challenges, as well as how to accommodate certain differences. Not only have I read about this in textbooks, but now I also have the real world experience too. By understanding how culture plays a major role in modern business activities, I am now better prepared to become tomorrow’s business leader.

For example, one of the cultural challenges I overcame, dealt with the language barrier.

Although most people in Hong Kong speak English reasonably well, to communicate with the locals required a high degree of patience. This I learned, only after I adapted, and from the collective failures of trying to interact using my old habits from Canada.

Prior to this exchange experience, I lacked some of the skills necessary for today’s business world, but the exposure I have gained is changing that. In Hong Kong, I associated with students from all over the world and from different culturalbackgrounds. This required me to leave my comfort zone and accommodate their beliefs. In turn, learning about their cultural norms led me to discover more about myself and gave me more confidence to relate to different groups of people. My participation in the program would not have been possible if former participants had

not suggested it. Without my family’s support and confidence in me, my experience would not have been as prosperous. This exchange has become an instrument of change for the rest of my academic and professional career. Through it, I have developed a different view on life, and created lasting friendships and business partnerships that I will forever cherish.

If anyone was now to ask, “But Chela, Why exchange? Why Hong Kong?” it has become quite clear that the only fair response would have to be “Why NOT exchange, And why NOT Hong Kong?”

Chela Simunyola is a student at the I.H. Asper School of Business. We all love the saying on his hoodie, but we’re still not sure about Chelsea.

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EXCHANGE PROFILE

GHANA ADVENTUREStudying abroad at the University of Ghana and traveling throughout West Africa brought

me through some of the most intense highs and lows of my life and was the greatest out of classroom learning experience I’ve ever had. From dodging a cholera outbreak in the culturally

alien capital of Accra, Ghana, to a series of motorcycle adventures in the Atakora mountain chain of northern Togo and Benin, to being lectured in the staggeringly hot and humid university classrooms of equatorial Africa - I always found that there was always a lesson to be learned.

Through the lessons and unique learning environments, I experienced an evolution of sorts; it was is as if I had grown from my former self through an eventual rebirth in all of my mind, body and spirit. This rebirth was facilitatted by the breaking-down and rebuilding of my mind, and it came in the form of a change to my perceptions of real world issues such as poverty and development, economic and political structures, population growth, disease, and the civil war and violence that many countries in west Africa are infamous for. I discovered for myself, just how many of the stereotypes that have been attached to Africa by the western world were unfair and shallow. My exchange experience gave me a much clearer picture of what this region of the world is really like.

My body, on the other hand, also got a real break-down in the form of sickness and sun burns. I’ll never forget what one of my Ghanaian friends told me when I was sick with fever and heat exhaustion. He told me not to worry, “it is just Africa passing through you”. And in a way, it really felt like it. Getting painfully ill in a foreign location and then recovering back to health gave me a deeper insight into what I was made of. I was surprised by how well I coped and how much one can adapt in such stressful situations.

There was also definite spiritual rebirth going on, but not necessarily in a religious context. It was more of an awakening in terms of my feelings about moral and philosophical issues. Walking through slums, for example, and seeing poverty face to face stirred-up a tremendous amount of emotion within me and caused me a great amount of thought. It was this internal debate, so to speak, that changed the fire within me. This constant change and growth in ones life can be found anywhere you seek it, but it seemed as though my experience in Ghana and west Africa really brought it out in full force.

As a student, the greatest lesson I learned was to stay humble and enjoy how much there is to learn in this world and to keep positive with your studies, no matter how bizarre or foreign your learning environment may be. The great Winston Churchill himself once said that “success is the ability to transition from failure to failure, with no loss of enthusiasm” and those words express the story of my African experience as well. I have found a soul behind this study abroad experience and I can sum it up this way: whether you are in your element or out of your element, always expect the unexpected, and never forget what Alexander Supertramp from “Into the Wild” once said, which is “that the core of one’s spirit comes from new experiences”.

Matt Hebert is a student in the Clayton H. Riddell Faculty of the Environment, Earth and Resources. He is a member of this year’s World W.I.S.E. Ambassdors team.

“Africa. It will break you down and build you back up again”


“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 UofM students and pay their regular tuition to the UofM. Some destinations currently available are Ghana (see photo above and story on page 33) Australia, Hungary, China, Denmark, Sweden, Finland, Hungary, Japan, South Korea, Turkey, Mexico, and the United States. Many of our partner universities will offer most, if not all, of their 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 participation 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 a full year of study and be accepted into a faculty at the UofM.

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:


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

Photo: Matt Hebert

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

UofM sends Letter of

Approved Courses

Apply for Awards & Scholarships

Apply for a Passport

BuyPlane

Tickets

Apply forVisa

BuyHealth

Insuranance

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Experience Education!International experiential education opportunities at the University of Manitoba

Student Life & the International Centre for Students

Ecuador Service-Learning Experience 2011Photo: Deanna Mirlycourtois

Bangladesh El Salvador Ecuador Malawi Tanzania Vietnam PeruInformation and application forms available at: umanitoba.ca/student/studentlife/experienceDeadline for applications is November 12th., 2012 & January 11th., 2013 (for internships)


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


University of Manitoba Student Exchanges

Study Abroad for Academic CreditGhana, U.S.A., Mexico, Argentina, Brazil, Colombia, Chile, England, Ireland, Sweden, Denmark, Iceland, Finland, Norway, Russia, Ukraine, Germany, Belgium, France, Spain, Hungary, Turkey, Australia, Japan, China, South Korea, Hong Kong & many more!

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