Mar 08

Rudy Guede, Amanda Knox, Raffaelo Sollecito

On Friday, News agencies reported that new evidence has surfaced that supports that Amanda Knox and Raffaelo Solecitto were not in her and Meredith Kercher’s Italian residence at the time of the murder of Ms. Kercher.

Rudy Guede, convicted of murdering Ms. Kercher, is said to have confided in his cellmate, Mario Alessi, allegedly stating that a second man was the murderer in this case and that neither Ms. Knox or Mr. Sollecito were in the home at the time.

While Ms. Knox’s case is under appeal and new evidence is not permissible in an appeal in Italy, this certainly adds a new twist to this already complicated case. The appeal will be based on a careful dissection of a recently released report that details the reasons for the guilty verdict.  Ms. Knox’s attorney claims there are gross inconsistencies that will serve as grounds for the appeal.  One example is that the court found that it was not a premeditated murder, but Ms. Knox’s father, Curt Knox, asks why his daughter would carry a kitchen knife with her from Ms. Sollecito’s house to her own?  The court document references a second knife that was not raised in court, suggesting that perhaps the first knife was not used in the murder. More details on the inconsistencies can be found in this Seattle news video.

It will take at least 9 months before a new judge and jury will hear her case.

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Feb 22

Amanda Knox's family - sister, mother and father

Several months ago, I wrote about the Amanda Knox case.  You will recall that Ms. Knox, an American study abroad student in Perugia, Italy, was found guilty of murdering her British flatmate, Ms. Meredith Kercher.  Her family is appealing this decision and they are preparing, strategically and financially, in light of this.

On January 25, 2010, Examiner.com reported that a lifelong family friend of Mr. Knox, Ms. Renee Perrault, decided to hold a fundraiser at a comedy club. Ms. Perrault is an “amateur comedienne” and firmly believes that Ms. Knox is not guilty of such a crime.

When I started to read this article, I seriously thought I had gone to the wrong web page;  I thought that I must have accidentally visited www.theonion.com.  For those of you don’t know about this site, it is a comical “made up news” site of the most ridiculous fictional stories. For example, today’s humorous headlines include:

-  Ford Mustang Recalled for Being “Too Cool”

-   Bald Eagle Tired of Everyone Assuming it Supports War

-  and if you live in the US, you’ll find this one particularly timely: Tiger Woods Announces Return to Sex.

I was certainly confused.  After all, Amanda Knox was first convicted in the media and by the public long before she was convicted by a jury. There is no sequestering of jurors in Italy per their law and the media influenced this case directly. With this in mind, why on earth would her family and friends agree to a fundraiser that could be perceived as distasteful, even if jokes were not made about the case or its location?  After all, if one were more strategic in fundraising efforts, perhaps they could have done something else – ANYTHING else: Hosted a dinner at an Italian restaurant in Seattle? Asked local businesses to donate items or gift certificates for a raffle?  Held a car wash? ANYTHING but a comedy night!  Didn’t they imagine how the situation could be perceived by Italians and Brits who support the verdict?  Did they not think about the cultural perspectives of this “innocent” fundraiser?

I will state for the record, as I did in my previous posting:  I have no idea if Amanda Knox is guilty of not. I was not there, I do not know all of the facts from this case.  However, with that said, I have to ask the obvious question: What the hell was the Knox family thinking by agreeing to a comedy fundraiser? While I am certain that the intention behind this gesture was nothing but to support the Knox family, I am still floored by the lack of awareness of how it could be perceived and how it may, ultimately, harm her public perception abroad further.

Punchline Magazine’s interview with Ms. Perrault provides her explanation of why she wanted to organize a comedy show fundraiser.

I’d be interested in hearing opinions from around the world. Feel free to comment!

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Feb 17

Today’s post is written by guest blogger, Tom Millington. Tom and I recently had a discussion about the unique challenges of being an experienced professional who has been laid off. His contribution is very honestly written; I thank you, Tom, for sharing your insights and personal experience with Melibee Global readers.

Thank you, Missy, for inviting me to write a post for your blog. I will address my experience as a laid off international educator and what steps I have taken to protect my sanity, stave off frustration and direct my energies and talents in a positive direction. I will also include the names of a couple of books which I have found to be very helpful.

Before I begin, I would like to include a quote that I have been pondering for some time now and, or me, it especially speaks to my situation as an unemployed person.

‘I am an invisible man. No, I am not a spook like those who haunted Edgar Allan Poe; nor am I one of your Hollywood-movie ectoplasms. I am a man of substance, of flesh and bone, fiber and liquids – and I might even be said to possess a mind. I am invisible, understand, simply because people refuse to see me.’ (from The Invisible Man, prologue)

As some point during our lay off we feel invisible, almost ephemeral. This is only natural since the notion of having a job is so deeply rooted in our society’s psyche. The approach I have adopted is to occupy my ample free time with a structured schedule that will keep me active and will prevent my mind from dwelling too much on my situation. Here are some points that have worked for me and I hope will help those of you who have been affected by lay offs:

  • Develop a daily schedule and stick to it. Make a list of things to do daily. For example, I dedicate 2-3 hours every morning to my job search and then the rest of the day I dedicate to cleaning my apartment, going to the library or the gym, volunteering, or walking in the city. The key is to keep yourself busy. Don’t let your mind wander!
  • Go to the gym-I can’t stress this enough. Physical activity is the best remedy for the frustrations and stress of unemployment. I go to the gym every other day and I feel great afterwards.
  • Volunteer-find a place where you can devote a few hours a week, i.e., reading to children, helping out at a soup kitchen, etc. Not only will you be helping others, but you will feel you have accomplished something. This is important. Only YOU can really provide yourself with positive reinforcement!
  • Spend time with friends-during this difficult time of your life, you will rely on your friends and you will learn who are the ones you can really count on when the chips are down. It is important to have someone to talk to; someone who will be a sounding board for you. For your health, you must give voice to your frustration (venting).
  • Pursue projects that you never had time to do while employed. Is there something you always wanted to do but did not have the time to do? Well, now you have time to devote yourself to it. No excuses!
  • Improve yourself-turn a negative into a positive. Is there a part of your professional development you always wanted to improve? Now is the time! I have been reading up on how to improve my leadership skills. Two books I have been reading might be of interest: John Maxwell’s The 21 Irrefutable Laws of Leadership is very helpful in fine-tuning your leadership skills. The 100 Best Businesses to Start When You Don’t Want to Work Hard Anymore by Lisa Rogak, will provide ways to put your skills and interests to other productive and possibly employable use.
  • Avoid the 4 S’s. That is, do not become: 1) solemn; 2) somber; 3) sullen; 4) sardonic. Keeping a positive and cheery frame of mind is crucial to surviving your period of unemployment. Be upbeat! Being without work is a difficult enough situation without adding to it by being negative or pessimistic.

We all have our own techniques for staying positive during our period of unemployment. The bullets I listed above are things that have worked for me. Even if you decide not to use any of them, I hope that I was at least able to get you to think of how to remain positive during your (temporary!) period of unemployment.

I will end with several lines from a William Blake poem (Auguries of Innocence):

‘Man was made for Joy & Woe

And when this we rightly know

Thro the World we safely go

Joy & Woe are woven fine

A Clothing for the soul divine

Under every grief & pine

Runs a joy with silken twine.’

About the Author:

Tom Millington is an innovative and seasoned international educator, having held positions in Study Abroad at BCA and Emmanuel College. Tom has also taught Spanish to elementary through high school students. He holds a MA in History from Indiana State University and has been described by colleagues as “passionate, committed and devoted to work in international education.” You can read more about him at his linkedin.com profile.

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Feb 08

(Click on the book to preview/purchase.)

This past week has been a sharp reminder of the importance of learning and utilizing skills when counseling across cultures, particularly during a crisis. I worked with two students this past week who are both experiencing tremendous anxiety:  one because she is experiencing a challenging relationship with her parent here in the US, the second because she is too far from her family in Western Europe.

In each case I received a somewhat panicked email or phone call asking if I could meet on the same day, which is rather out of character for each of these young women.  Both were tearful, uncertain and confused.  Each was unsure of how much to share and how much I would or could, in turn, share with others.

These experiences reminded me of the value of a graduate class in Cross-Cultural Counseling that I took many years ago at the School for International Training.  The work of Dr. Paul Pedersen really stood out for me, as his readings were based on the simple idea that “since all behaviors are learned and displayed in a cultural context, accurate assessment, meaningful understanding and appropriate interventions are done from the perspective of the client’s cultural context.”  As an American counselor, I have to style switch to address each student’s concerns, sensitively ask questions to determine understanding, make sure that my listening skills are particularly fine tuned to “hear” what might not have been said directly, and be keenly aware of the non-verbals.

One of the potential challenges for an adviser is how to handle the hand off to formal counseling services. For many students, American or otherwise, confidentiality is of tremendous concern. Many international students (and their family members) are not aware that universities in the US are not able to disclose information about a student to family members and perhaps not even colleagues within the institution, due to a law called FERPA – The Family Educational Rights and Privacy Act. For the first student, who is not from Western Europe, this was of great concern. She was uncomfortable with the thought of her family finding out that she was seeking counseling due to her strained relationship with a parent. I spent a great deal of time explaining the law and thankfully, due to our two year history and time dedicated to trust building, she was willing to try the free counseling.

Pedersen’s work illustrates that “Competence is measured by your ability to know what your client is thinking but not saying.”  In this case, I knew that this student was thinking that people in the US talk about these things publicly, as they do in her own culture.  Because of this, I made sure to pull up the FERPA web page to show her, in writing, that this is a firm law in the US and to explain that laws are very seriously followed in this country.

This past week has reminded me that it is time again to revisit the important work of Dr. Paul Pedersen. If you are interested in learning more about cross-cultural counseling, Pedersen’s website offers valuable power point presentations and simple exercises that you can easily utilize for staff training.

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Jan 27

1)  Before you create a faculty led study abroad program, take the time to gauge potential student interest. Distributing a simply e-survey is the best investment in planning faculty led study abroad.  Let your customers (students) determine the path and price point.
2)  During these difficult economic times, be sure to confirm your college/university’s travel and purchasing policies. They may have changed unexpectedly. These difficult economic times are throwing all sorts of curve balls into our plans.
3)  Require emergency/medical evacuation insurance for all faculty, staff and participants. Whether it is a run to the hospital for a stomach bug, a mugging, or an earthquake in Haiti, you’ll be relieved that you did.
4)  Train your university police and weekend phone operator about your course abroad and provide them with a roster for each traveling program. A parent’s worst nightmare is turning on the news and seeing an “issue” in the host location on a weekend – and having the university’s first response employee answer their harried call, but not sound as if they have a clue about your child or program abroad.
5)  Inform your faculty and staff that are traveling abroad that they are eligible for Worker’s Compensation. This program covers any university employee who is injured while on the job.  The paperwork must be completed in a timely manner, so best to share the information prior to departure.
6)  The night before you return home, have students physically show you their passports. There is nothing worse than arriving at the airport and realizing that someone lost or misplaced his/her passport in the host country!  (I once had a student who dropped her passport in her hotel room, accidentally kicked it under the bed, got on the bus to the airport and then couldn’t get on the plane. Then, 2 hours later, she returned to the hotel, found the passport and paid a hefty fee for having to change her flight. Ugh!)
7)  Enthusiasm does not automatically translate into paper applications. Promote your program straight through to the application deadline.
8)  Tip your bus or van drivers. They are sitting on a not so comfortable bus/van while you are out in the field, learning and exploring.  They are loading your luggage, dealing with traffic, handling tricky road conditions. Make sure you put them in your budget, and if you have travel policies that restrict tipping, be sure to prepare students to have cash on hand toward tipping the driver.
9)  Invite senior administrators to the “send off” on your campus. There is nothing better for students and parents than to see your college or university President, Provost, Vice President and Dean showing their support for study abroad.  Send them off in style!
10)  Conduct a 360-degree program assessment upon your return Students/Faculty/Administrators/Providers. What was each group’s perspective? What went well? What providers would you want to hire again?  What did the students appreciate most?
What required flexibility? What are you going to do with this information to improve your program next year?

What tips would you add to this list?   Comment below….

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Jan 12

I have finally finished one of my new favorite reads, a delightful book entitled “Dreaming in Hindi: Coming Awake in Another Language” by Katherine Russell Rich.  Why do I love this book?  Probably because it would be my dream to be able to take off to India and study Hindi for a year. This is exactly what the author did and it resulted in a book that is part journal and reflection, yet loaded with recent research in second language acquisition.  Ms. Rich writes about her intensive Hindi program, politics in the region, her cultural informants, travel experiences, homestays, her classmates, and the idea of who do you become in another language/culture.  There is much to digest when reading this book, but she writes with intent, seriousness and a dash of witty humor.

There was so much that struck a chord with me in this book.  Ms. Rich writes about her early days in India, when she is living with a large family of Jains. (Jainism is an ancient religion in India that emphasizes non-violence to all beings in the world.) She writes about her early days of speaking in Hindi and how the family all sits down for dinner and asks her very simple, polite questions about the food, night after night.  Rich writes:

“Dinners go like this till one day, playing badminton in the drive, I give an automatic high-five.  The gesture startles everyone, shuts down the action. From then on, I high-five often. Did I like the soup? High-five! Did I like the lentils? High-five me more! They laugh so hard when they slap my palm, it ends all further discussion.”

This had me in tears, as I can completely relate to the American automatic need to high-five occasionally.  I recall an experience recently, despite all  of my years in the field of International Education, where I attempted to high-five a student who had recently arrived in the US  for university study.  I put my hand up, awaiting an enthusiastic hand slap in return, only to have the student continue with her remarks as if nothing was happening.  I caught myself quickly and instead moved my hand into my hair, as if to move it out of my eyes or something rather unnecessary. Ms. Rich’s description of the automatic American high-five had me in stitches, especially because it became a bonding moment for her and her Jain family, one that eventually allowed them to move past the basic “how is your dinner” kind of questions that we all get when we’re abroad and attempting to practice another language.

Ms. Rich’s humor shines through when she writes about her orientation to the language school which took place in Hindi – with the occasional warning coming through in English. Ms. Rich writes:

“The orientation leader, Vidhu, states: ‘If you see a group of sacred cows, we ask that you not disturb or frighten them as that can make them rush this way and that and possibly brush you. Last year cows strained a girl’s leg. She was a dancer.’ Vidhu warned, and then I was desperate to know what else they’d said.”

This had me laughing out loud and seriously wondering what I’ve covered in orientation to the US that has had my students mystified, horrified or hysterical!  (I’m guessing that the US health care system is the section of orientation that sends most of my students over the edge – it seems so very ridiculous to them when I describe how much a visit to the hospital can cost.  Come to think of it, it seems most ridiculous to me also!)

Much of this book with Ms. Rich’s personal experience as an intensive language student with fascinating research on language acquisition.  One simple statement that deeply resonated with me referred to the landmark of progress in language acquisition.  Ms. Rich writes:

“Some people say you’ve turned a corner when you can make jokes,” the linguist Ellen Bailystok says.’Some say it’s once they’re translating , others when they dream in the language. People put up landmarks of progress.’ ”

While I am not fluent in another language, I have studied Spanish, Italian and French and have taught ESL for several years.  I have seen my students’ joy when something “connects.”  And as a language student, I recall those landmarks of progress.  While living in Switzerland during graduate school, I had to navigate through the local food market every few days. I really wanted to order turkey from the deli counter, but didn’t know how.  After several weeks, a friend taught me the phrase in Italian and I practiced it daily, awaiting my big moment at the market.  One of those landmark moments, for me in Italian, was successfully ordering some turkey at the market.

Today, I pose the question:  What are YOUR landmarks of progress?

Take a moment to enjoy this playful video by Ms. Rich.  Note the high-five at the end! YouTube Preview Image


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Dec 05

KnoxKercher_468x341Two young women lost their lives while on study abroad in Perugia, Italy. Meredith Kercher (right in photo), a British student from Leeds University on an exchange program, was brutally murdered inside her new home in Italy only two months into her program abroad. Amanda Knox (left in photo), an American study abroad student from the University of Washington, was found guilty of participating in the crime and sentenced to 26 years. I have no idea if Ms. Knox is guilty or not as I was not there, but I do recognize that losing 26 years of your life if a loss nevertheless, and a particularly sour one if you are eventually found innocent.

Today, newspapers in Europe and the US are ferociously covering this story, some sensationalizing it with tales of a sex game gone wrong, drugs, playful nicknames, dramatic photos and video of family members’ commentary, tears and anger. The Knox family will appeal the decision, the Kercher family will try to move on now that there is a semblance of “justice” for their beloved daughter.

My particular interest in this tragic story is in regards to how the perception of study abroad will be effected, which generally hasn’t been covered by the international press.

Sometime in 2008, a senior administrator at a local university suddenly turned to me at a public event and remarked “I wouldn’t let my kid study abroad – with that girl in Italy being in prison for this long without a trial. Forget it, it isn’t safe to send your kid abroad, even to Italy.” Dumbfounded might have been the appropriate word for my initial response. I pulled myself together rather quickly and simply commented that there was an investigation going on into a young woman’s murder, and that takes time. I think I managed to add that admitting to doing drugs abroad and then not having a clear story of your events that evening (which was in the news at the time of our discussion) was probably not a sound approach for getting out of prison quickly in any country – that and if your “kid” wasn’t doing these things, then perhaps there wouldn’t be any more for a parent to worry about when their “kid” is at home vs overseas studying. Had I not been so thrown off by his question, I hope that I would have mentioned that New York City has been a relatively safe place despite 9/11 and a history of violent crime when compared to other cities around the world , and that thankfully people who still choose to study here recognize that acts of violence and hatred in a place like New York are what should propel us to shove fear aside and venture out in the world to explore truth firsthand.

I’ve reflected on that conversation and recognize that parents latching themselves onto a story like this may result in a specific barrier to study abroad, and this will be of growing concern to those of us who work tirelessly to send our students abroad. The helicopter parent is not a new phenomenon, but will this case bring them out in droves when it comes to program selection and decision making? Or will they even allow their sons and daughters to get to the point of application for a study abroad program? Is this a US issue, or do parents in other regions of the world feel the same need to be increasingly involved in the decision to study abroad? How is this being discussed around the world?

The press has certainly covered the importance of university policy and operational procedures as a result of the Knox/Kercher case. The University of Washington has instituted “The Global Support Project (GSP)” described on their web page as “working closely with the Office of Global Affairs, faculty and staff across all campuses to create a draft university-wide global emergency management plan. The plan will knit together best practices of study abroad programs at both the UW and nationally.” In October 2009, The Seattle Pi news wrote an excellent report on the changes that Knox’s home university made, seemingly in light of her arrest and other study abroad related incidents abroad at other schools, which included tightening up policy and a review of overall process that appears to have resulted in the “Global Support Project.”

This case also highlights the importance of communication between home school administrators and students abroad. The University of Washington pro-actively emailed Ms. Knox to offer advice and support; Ms. Knox replied with an account of what happened when she found out about Ms. Kercher’s death. This email ultimately became part of the legal case in Italy. Legal counsel is increasingly important in cases like these.

Being from such a litigious country, I wonder if the Knox family eventually intends to file any type of suit regarding the housing selection process for this program in Italy. My understanding, and please note that I have not interviewed anyone at the University of Washington, is that the students selected housing in Italy. (If I am incorrect, please feel free to clarify the facts.) Was there something about the location of the apartment that could have left Ms. Knox exposed – for example, I have read that there is a garage down the road that had a reputation for drug deals? I do not know, but it reminds me the importance of knowing who your legal counsel is before making programmatic decisions such as housing.

I’d be very interested in your comments about how parents, students and administrators around the world are reacting to this verdict. Is it business as usual (no one can be safe anywhere in the world)? Or perhaps your university is tackling a safety and communication protocol in light of this case? How are students responding? Will universities directly address this with parents or wait for questions or possibly enrollment figures to come in? Are there trends across regions that we should be noting? Please share your thoughts – this dialogue is not happening across the web and it needs to be discussed.

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Dec 01
Peace

Peace

Today’s blog posting is inspired by finding some of my grandfather’s writing.  My grandfather, who we lovingly called “Poppa”, was a closet writer.  He would grab lined paper and a bic pen, whenever he wasn’t talking your ear off , to write down his memories of his youth.  Poppa waited a lot longer than I did to start writing, but perhaps this is where my desire to blog comes from. I like to think so anyway.

Poppa grew up in New York City, in a part called “Hell’s Kitchen.” He lived on West 45th Street and 10th Avenue, a primarily Irish neighborhood, although he was of German and Latvian descent. This was the only part of town that his family seemed to be able to afford, and his father didn’t dare teach him German or Russian because he did not want his son to have an accent. Poppa wrote,  ”The area became known as Hell’s Kitchen, not because of its roughness but because the Irish couldn’t pronounce the word Heil.  A German named Heil had opened up a restaurant on West 39th Street somewhere between 10th and 11th Avenues. The restaurant was famous for its German food and the big spenders went there.  It was the thing to do after theater.”

I would listen to Poppa’s stories when I was small and as I reflect, I wonder if his stories about living in Hell’s Kitchen and the multicultural community of first generation families somehow influenced my interest in the field of international education. It certainly explains my love for the history of New York City. Reflecting upon Poppa’s writing brings me to my own story:  how I fell in love with the field of international education and then left it, somewhat suddenly, to explore a career in the “corporate world.”  And then how I came back.

I always found tales of the “other” fascinating.  When I was approximately 8 years old, we had a guest speaker come to my classroom to show us African art.  I remember my jaw dropping as I viewed these cool statues and the incredible dyed materials.  Where was this place Africa and how could I get there? I was hooked, somehow, even at that young age.  I began to explore and question the world around me. What was the origin of certain words that I learned in Spanish class? I read a book about the Peace Corps when I was approximately 13 years old.  How could I go abroad?  And then in high school, I wondered how a Rotary Club student from Brazil could live with my family for an entire year and not miss home enough to return?

I eventually graduated with a Master’s degree from the School for International Training in Brattleboro, Vermont and set firmly on my career path.  My first position was as the Assistant Director of New York University’s Office for International Students and Scholars. I eventually left that position to become Director of Study Abroad at Marymount College. And then something strange happened. I opened the paper one day and saw an ad for a company that handled International Assignment Services. They were looking for people who had lived abroad and had experience with other cultures.  So on a whim, I submitted a resume and within a couple of weeks I was being offered a position as an Account Executive in the world’s largest international relocation firm.

After much consideration, I gave my notice and took this new opportunity.  My career path suddenly took a major turn; I was no longer an International Educator, I was “working for the man.”  My Fortune 500 clients drove my calendar, my time was no longer my own.  I was on planes with little notice preparing reports on costs and relocation needs of assignees and repats. I was in Cairo one day presenting to the global Human Resource team for the 3rd largest cement company in the world, then dashing home to meet with local companies who were moving tri-regionally and looking for best practice consulting.  It was exciting, financially rewarding, satisfying and certainly a lot of fun to work with people from so many different walks of life.

But I left.

Why, you may ask?  The short answer is 9/11/2001.

While at home on a tri-regional conference call that fateful morning, I flipped on my television while waiting for all the team members in Singapore to arrive on the call and suddenly a reporter declared that a plane had hit the World Trade Center (Twin Towers).  I immediately knew this was not an accident. I’ve flown in and out of New York City airports my entire life and you don’t just accidentally hit the towers.  You could see them far below you on the right side of the plane on a certain arrival pattern into LaGuardia, but you don’t come anywhere near them.  While discussing this with my colleagues on the phone, I witnessed the live feed of the second plane hitting the towers. I hung up the phone in utter disbelief as I had to call my sister, who worked in Manhattan and also to check in on my brother in law who was a UPS driver. His territory was the Trade Center.

To make a long and horribly difficult story short, thankfully, my family was “fine”. Or perhaps I should say as fine as any New Yorker could be after living through that day and the months of smoke, the stench of death in the air, the horror of knowing that everyone we encountered in our daily lives knew someone who died in the attacks.  It was a time I will never forget and it bled into my glamorous new career like an ulcer that wouldn’t be ignored.

Within days of 9/11, I learned that one of my colleagues from Afghanistan had trash thrown at her while walking down the street in a city in Connecticut.  People yelled “go home” to her, although she is a US citizen, highly educated and fluent in 6 languages.  They saw her darker skin and spewed words of hate and ignorance. I found her at the office, gave her a heartful hug and promised her that we would change this ignorance. I wasn’t quite sure how, but I had to try.

I went to our Human Resource office and asked if I could have their permission to talk with local schools about bringing our incredibly diverse and multilingual staff into their classrooms.  I explained that hate is a learned behavior and that if we could catch the local children early, we could perhaps prevent them from repeating the ignorance that some of their parents were spouting in the community. HR was extremely supportive of the idea. They let me craft some language for a brochure and asked me what we should call this pilot program.  My response was swift – I named it the Global Education Initiative (GEI).  We asked department directors to share this program with the teams on the floor, and within days we had a list of volunteers that represented more than 20 countries. I found myself presenting the idea to the local School Board as well as teams on the floor. The day the war broke out in Iraq,  my Colombian American colleague and I were in a classroom with 50 schoolchildren under the age of 7 who were singing “Its a Small World After All” to a group of schoolchildren in Cairo, Egypt.

I knew I could not stay in my glamorous job any longer;  it was time to return to my first love, International Education. It is where I knew that I could make the most impact.

That was nearly 8 years ago and many things have happened.  The US is still in Iraq.  The GEI program won the State of Connecticut “Gold Award” , the highest honor, for innovation in business.  I started Melibee Global Educational Consulting, took some time off in between to teach ESL in my community, started blogging and work full time in the field that I adore.  And while I don’t jet set weekly and there is no more flying business class, I do know that I’m part of a unique group that puts beliefs before money, social change before social status, and typically chooses international visitors before visiting family!

And you know what, I am so thankful that I returned to this field. No paycheck could replace the gifts that I receive every day in my work and the stories that I get to share with my friends and family. One day, I hope to be writing my story of “these days” in more detail as my Poppa did. And as he taught me, I wouldn’t change a thing about the journey.

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Nov 15

I have been out of the office for the past two weeks and needless to say, my to do list is a bit daunting. One of the items on my list was to craft a new post, and in my research I came across an Op-Ed in the New York Times about Dr. Tererai Trent, a woman from Zimbabwe.

Dr. Trent dreamed of studying abroad and pursuing a PhD in the United States.  She was not permitted to study as a child, with the exception of 2 terms.  Instead, she quietly completed her brother’s homework as a way to learn on her own.

At the age of 11 she was married off and had 3 children by the age of 18.  She was accepted to a University in Oklahoma and took her family abroad with her. Short on food, money and challenged with brutal beatings by her husband, she still managed to complete her studies.  She went on to complete a PhD despite the barriers and challenges.

Dr Trent’s story reminded me why my to do list and Mondays should never be so daunting.  She reminded me that I am here to assure my students that nothing is impossible.  So despite a very long to do list for Monday morning, I will close my eyes and recall Dr. Trent’s story and know that as international educators, we do what we do for a very important reason.  We are here to support the dreams of our beautiful students and to erase their fear and gently push them closer to living their dreams and reaching their human potential.

Who inspires you in your work? Who is your Dr Tererai Trent?

Below is a video of Dr Trent’s story that was shown on Oprah (TV show):

http://www.oprah.com/media/20090925-tows_tererai-dream-education

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Nov 12

I have periodically taught Second Language (ESL) throughout my career. I’ve taught in classrooms and tutored individual students, but I’m quite certain that the students teach me more than I could ever teach them.  They come from a variety of countries and life experiences, sharing information about their daily routines, political issues in their home countries, gender roles and cultural norms.  They are very inspiring and humble, and are typically very dedicated to learning the English language.

One of my most memorable students was the spouse of a non-immigrant expatriate on assignment. Angela is from Germany; she and her husband and their young daughter were relocated to Westchester County (NY) by his employer. Although she did not know anyone in this community, Angela went out every day and practiced what little English she knew at local shops and the library.  She quickly joined the local gym in an effort to meet people.  Her daughter went to school for several hours each day and rapidly picked up English without any formal lessons.  This little four year old girl walked into the classroom, as fearless as her mother, and absorbed her surroundings like a sponge.

I do not speak German, so Angela and I initially relied on non-verbal cues to communicate with one another early on. Something as simple as playing “Simon Says” with Angela and her daughter became a vocabulary lesson.  Sometimes during our lessons we would read letters and forms that were sent home by her daughter’s school. Many of these were simple reminders about holidays, school parties and activities.  However, there were  the occasional health letters that entered into our lesson.  Angela asked me to help her with a letter that served as a reminder not to send children to school if they were “vomiting or had diarrhea.”  One can only imagine how awkward it is to explain these two ailments to a non-native English speaker.  Needless to say, non-verbal communication was key!

As Angela’s English improved, I assigned a short book for her to read while at home.  Then, at each lesson, she would read aloud and we would discuss the plot.  It was a tricky challenge for her, as she was exploring new letter combinations that forced her to use her mouth and tongue in a different way than she would in German.  One of the biggest challenges for Angela was to master the “th” sound. For Germans, the tendency is for the tongue to reside inside the teeth when attempting this sound, forcing more of a “z” sound (e.g. “zis” vs “this”.) I reminded her to stick out her tongue, and she and I giggled often as she made a face to get this difficult sound from her mouth.

I taught Angela for nearly two years and I am humbled by how quickly she progressed. She went from being a woman who was afraid to answer her phone to one who can articulate her thoughts, feelings, wishes and desires with confidence. I was honored to contribute to her ability to navigate the waters of this new culture.

Teaching ESL has reminded of important life lessons when living abroad:

1.  Be Fearless:  The point of being abroad is to see and do something that you would not experience at home.  Staying in because you don’t know the language  is not an excuse to miss out on the adventure. Get out, get a bit lost and listen to your surroundings. Throw caution to the wind!  At the very least,  you’ll have a great story to tell later!

2. Shift the View: You’ll see the world through a new set of lenses and it is important to embrace this new view. When I lived in London, I remember observing all of the buildings so carefully, as the city was so much older than almost anything I had seen in the US. Every time I stepped out of my flat (apartment), I experienced visual overload. It was wonderful! When I did eventually return home, I was able to see the world through a new set of eyes, which made home a ‘new’ place too and helped tremendously with the re-entry shock.

3. Humor: Be open to making mistakes and be willing to laugh when you make them. Laughing at yourself in these situations is definitely more fun than crying and often a better coping technique.

If you are interested in learning more about Teaching English as a Second Language and the places it can take you, the 44th Annual TESOL Convention and Exhibit will take place in Boston, Massachusetts from March 24 – 27, 2010.

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