I used to spend a lot of time on the lovely grounds of Cité Internationale with my two children as we lived near it. I also had a chance to visit one of the residences (La Fondation des Etats-Unis) where my eldest son’s cello teacher was based (courtesy of a Harriet Hale Woolley Scholarship).

The Cité Internationale “represents the largest concentration of residence halls in Paris and the Ile-de-France region: 5 600 beds in 38 residences”, in addition to a “whole range of facilities and services” for both the students and researchers who stay, as well as the general public and even tourists. Historically, and at the present moment, Cité Internationale primarily provides services for students and researchers from outside of France, though some students from regions outside of Paris have and continue to be welcomed.

In some ways the Cité Internationale is clearly of a previous era, marked as it is by an inter-national conceptual framework. This is because the 38 residences were primarily focused on supporting students from particular countries, or else distinctive regions (usually those with a French colonial complexion).

See this link for a link to home pages for all of these residences: Abreu de Grancher (Cuba), Argentine, Arménie, Arts et Métiers, Asie du Sud-Est, Avicenne (previously Iran), Biermans-Lapôtre (Belgian and Luxembourg), Brésil, Cambodge, Canada, CICS (International Center for Short Stays), Collège Franco-Britannique, Danemark, Deutsch de la Meurthe, Espagne, Etats-Unis, Heinrich Heine (Germany), Héllenique Honnorat, Inde, Industries agricoles et alimentaires, Institut national agronomique, Italie, Japon, Liban, Lucien Paye (Africa), Maison Internationale, Maroc, Mexique, Monaco, Néerlandais (collège), Norvège, Portugal (André De Gouveia), Provinces de France, Robert Garric, Suède, Suisse, Tunisie, Victor Lyon.

In contrast to today’s thinking, foreign students from the late 1920s on were placed within their national residences within the Cité Internationale, an approach to hosting that could not help but inhibit aspects of inter-cultural dialogue on a day to day residential basis. To be sure there was inter-cultural dialogue; indeed this was the logic behind the establishment of Cité Internationale in the 1920s:

The Cité internationale universitaire of Paris was created in the pacifist context of the 1920s to support exchanges among students of the whole world. The story starts in 1920 when an important French industrialist, Emile DEUTSCH DE LA MEURTHE, wishing to create an enduring gift to society, contacted Paul APPELL, vice-chancellor of the University of Paris. Worried by the difficulties of students’ housing, Appell suggested to him founding a university residence. André HONNORAT, Minister for Public Education, approved of the project and devoted all his energy for nearly the next thirty years to its realization

Yet the exchanges would have been focused upon scholarly matters for the most part, versus the social learning associated with the mundane (e.g., exchanges regarding shared cooking duties, or how to coordinate the cleaning of shared apartments, both hilariously examined in the 2002 film L’Auberge espagnole). In short it is hard to imagine any authority, these days, placing so many foreign students within their 'national' houses. Indeed most residences in Cité Internationale now welcome applications from students of any nationality.

Yet in other ways, Cité Internationale was and is decades ahead of the majority of current thinking about the handling of mobile foreign students and scholars.

First, Cité Internationale is a product of a higher education era where the philanthropists and industrialists were vigorously active, far-sighted, and more concerned with encouraging enlightened thinking and substantive change versus their being fixated upon their personal wealth or disbursing some of this wealth under the right tax conditions, ideally with a naming rights rider. As the Cité website notes:

The Cité was founded in 1925, thanks to the generosity of industrialists, bankers and foreign foundations. Under the aegis of the minister André HONNORAT, the first president of the Cité, the industrialist Émile DEUTSCH DE LA MEURTHE, the banker David DAVID-WEILL, followed by many others [e.g., John D. ROCKEFELLER Jr.], offered to the future elites of the five continents a place of exceptional welcome. Their goal was to promote peace, exchanges and friendship among peoples after the trauma of the first World War. This is a mission still germane today.

With considerable foresight they established what has been deemed a “private foundation of public utility”. Yet 83 years later, in 2008, the EU, most member states, and numerous stakeholder organizations are facing huge challenges trying to cultivate philanthropy with respect to higher education, dominated as it is by national and sometimes state governments, with some funding also coming from the supra-national EU level. Can you point me to a new higher ed space, of this scale, anywhere in the world (let alone Europe), that is the product of “industrialists, bankers and foreign foundations”, in partnership with multiple levels of government?

And second, despite some challenges associated with housing foreign exchange students in a designated space (a campus, and within residences), spaces like Cité Internationale reflect the production of a service space, a space for knowledge production, and a space for the formation of social relations, that is not associated with any one university, while also being designed to ground mobile exchange students in a different territory for lengthy periods of time.

Thus we see musicians like the talented cellist who taught my son living side by side with chemists associated with university X in the Paris city-region, fine art scholars associated with university Y in Paris city-region, and mathematicians associated with research institute Z in the Paris city-region. This may have been, and is still (to a lesser degree) an international space, but it is also an exemplary interdisciplinary and inter-institutional space that brings together international scholars associated with many institutions that are based throughout the Paris city-region. This partly explains why the Region Ile-de-France has played such an important role in the substantial renovations process (that has been underway for over a decade). Cité Internationale is thus a form of higher education for regional development in a globalizing era, though via an initiative framed back in the 1920s! Imagine multiple universities coordinating the creation of such a space in a city-region like Toronto or Sydney or Madison, though in a manner that folds in more students from the host country.

The remainder of this entry is photographic in nature – a tour through Cité Internationale, especially the facades of the central meeting space (the Maison Internationale, financed by John D. Rockefeller Jr.), and the “houses” that were designed (primarily between 1923 and 1969) to theoretically reflect national cultures. Many of the architects (e.g., Le Corbusier) were national heroes with international stature. This is a landscape designed to be read, and it reflects a diversity of conceptual currents that were prominent at the time, including the notion of culture as trait (versus process), colonial visions and postcolonial adjustments, and especially the international modern movement (which is captured very well in the Brazilian and Swiss houses). Each house also has a distinct and evolving history, for the operation of national or regional houses often reflected national crises including wars, genocide, revolutions (e.g., Iran), decolonization and independence, and so on.

Recall that 5,600 residents are housed in the Cité with thousands more visiting the grounds on a daily basis. I’ll leave it to you to detect what nations or regions, if any, these buildings represent, though link here if you need some hints...

Kris Olds

]]> http://nislysandra.wordpress.com/2008/07/25/119-afxetc-okay-the-very-models-been-a-ounce-the-present-and-spirit-h/ Fri, 25 Jul 2008 18:51:02 +0000 nislysandra http://nislysandra.wordpress.com/2008/07/25/119-afxetc-okay-the-very-models-been-a-ounce-the-present-and-spirit-h/ 119: AFX,etc Boss, inner man's been a pint-sized season and Them derive the absence the now, Monad'm sticking four updates possessing relative to to the purpose way in unique work present tense, exclusively in expert reduced reviews omitting standard.

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The KBC - Malign Exponent
The KBC - Rout present-time the Corporation
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Transcription FM- Supercharger
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Pandatone - Nighttime against Good time
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(channel)

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(notability: Hosting is take off accepted contemporary, in bad humor)
AFX - Lachryma Next to Your Gilt
AFX - Fighting Millisecond

http://www.theage.com.au/national/backlash-feared-over-uni-students-cultural-divide-20080722-3jck.html

The Australian Federation of International Students (AFIS) responded intelligently to his offensive statements as well, with great sensitivity and tact Mr. Pang, as leader of a formal institutional body, seems incapable of doing. I have uploaded the AFIS media release here. Reposting the media release here:

MEDIA RELEASE

International Student Backlash ?

The Australian Federation of International Students (AFIS) responded today to comments made in Sushi Das' article "Backlash feared over uni students' cultural divide" in today's The Age newspaper.

"It would be ignorant and insensitive to assert that Australia has no culture or language to share with international students studying in the sun burnt country. Australia's unique culture is a synthesis of our vibrant diversity, informed by our past. The particulars of Australian English characterised by our prevalent use of slang, also showing streaks of irreverence, individuality and imagination that is unique to Australia. It would also be false to assert that Australian culture in one which offers nothing to its international students, visitors and residents; it verges on arrogant presumption to
assume that one can be so well traveled that their experiences cannot be furthered" said
Mr. Wai-Ken Wong, National Chairperson of AFIS.

"It would be a travesty if the aforementioned sentiments are the way international students feel about their experiences in Australia and that if this is the case, then institutions need to do more to encourage interaction with local students and to accommodate the interests of international students so as to enrich their experiences" said Mr. Wong.

"Integration into a new culture requires mutual effort; institutions and peak bodies need to foster greater engagement and interaction between international students and the community in which they study. AFIS would encourage this engagement to be facilitated through universal orientation programs to allow for peer engagement and the implementation of ‘buddy’ programs for English language students" said Mr. Wong, then added “that should probably be ‘mate’ programs”.

Regarding the responsibilities of education providers, Mr. Wong said that there needed to be greater emphasis on the clear delivery of classes in the course’s language of instruction. "Better subject delivery in English may require heavier investment in human resources needs to be adopted by institutions. We must instill confidence in international students that their English education will be a fulfilling one and at the same time provide ease of communication for those who’s first, second or even third language is not English."

For more information please contact AFIS executive officer, Mr. Douglas Tsoi on
0433893228 or via email at douglastsoi@internationalstudents.org.au

The growing crowd gathers in the sparse room devoid of any decoration save for two plaques on the wall quoting the Koran. Mimicking the neat lines of shoes by the door, nearly 150 Muslims are drawn together for the Jumma, or Friday prayer. As the second of five daily prayers starts, Sarrah AbuLughod, head wrapped in a bright blue scarf to hide her hair, joins in the rising drone of the crowd giving thanks to Allah.

It's a scene AbuLughod, a recent UW--Madison graduate and former vice president of the Muslim Student Association, has been a part of her entire life and as long as she's lived in Madison. But the Islamic faith is but one component of Madison's growing and active Middle Eastern community. Just like the geographical region of the Middle East, the community has distinct parts, coming from both Persian and Arab backgrounds with no one country overly represented in the city.

The progressive attitude of the city, along with the presence of the University of Wisconsin, may be one of the reasons people of Middle Eastern decent are choosing to settle in Madison. The region's cultural landscape, originally known for its hardy German and Scandinavian pioneers, is evolving into a melting pot of Middle Eastern cultures and customs that can be seen through myriad restaurants and stores throughout the city.

Making the Melting Pot

The first real wave of migration to Madison by people of Middle Eastern descent began in the late 1970s. They were UW--Madison students, and most lived in the famously diverse Eagle Heights neighborhood. After graduation, few would set down roots here, choosing instead to return to their native countries. Ibrahim Saeed, a faculty member of UW's College of Agricultural and Life Sciences, says it was in the late 1990s when immigrants were drawn here for other opportunities.

"This latest trend also brought with it doctors joining the UW hospital and more immigrant families settling in Madison for employment," says Saeed, who is also president of Madison's Islamic Center.

For AbuLughod, who grew up in a small farming town north of Madison and was the only girl there who wore the hijab, or headscarf, being active in Madison's Islamic community provides helps her retain her ethnic and religious traditions in a progressive city. Interestingly, though, it's also a means to connect with people and ideas that are very different from her own.

"The Muslim community here is one of the most diverse I have ever seen," AbuLughod says. "Nowhere have I seen a community that can bring Malaysians, Pakistanis, Nigerians, the Sudanese and white Americans together," says Rizwaan Akhtar, a member of the MSA. "Being bonded by a common faith really allows for the vibrant brotherhood and sisterhood we have."

Adjusting to Midwest Life

Three mosques for worship are probably the most visible stake the Muslim community has in Madison. But like any newcomers, putting down roots is often a balance of maintaining comfortable customs and lifestyles while taking in what's new around you. Muslims hold major holiday celebrations in the Alliant Energy Center, where all are welcome. There's a traditional Muslim K--3rd-grade school called Madinah Academy, and Al Jumuah, an international magazine on Islam with subscribers in more than a hundred countries, is headquartered in nearby Middleton.

Members of Madison's Middle Eastern community also have opened some of downtown's best-loved restaurants and retail stores. Caspian Café is a small restaurant busiest at lunchtime, with professionals and students ordering Iranian dishes with a Chopin symphony backing up their conversation. Mohila Nateghi, a diminutive figure in a black chef's uniform and sole cook at the restaurant, runs in and out of the kitchen, making sure her friendly, stately husband, Mir, is keeping tea and water glasses full.

The Nateghis moved from their native Iran in 1976 before the revolution, when Mir says "so many families were destroyed." He says the political situation between the U.S. and Iran now is a misrepresentation of the majority of the country.

"People see Iranians through their government," says Mohila. "Before the revolution, women were completely free. Everyone was free. We were on the border of Russia and felt like a Western country."

Like political misunderstandings, Mohila says westerners tend to associate the Muslim religion with all of the Middle East, even though the region is both culturally and religiously diverse. She will be sure to correct anyone who calls her Middle Eastern, too, although in a soft accent that hides any annoyance. "Iranians are Persian," she explains. "We are more westernized than traditional Arab countries and we speak Farsi."

Like the Nateghis, the Muslim students we spoke with, many of whom asked not to be identified, are familiar with being misunderstood. Being a religious Muslim can be difficult, and AbuLughod says, "Sometimes it is hard to fit into college pop culture when you don't drink or party."

Finding a place to pray can be a particular challenge, students say.

"I've prayed in a movie theater once during Lord of the Rings," says AbuLughod.

"Dressing rooms are great to pray in when you're shopping," says another.

"Once I prayed at Six Flags."

"I pray in the back stairwell of my dorm since it would be awkward doing it with my roommate there."

Unfortunately, these common experiences pale in comparison to insults thrown at Middle Eastern students. Hussein Sharif says he's been told to "go back to Pakistan," or called "terrorist."

"It isn't discouraging so much as it is sad," Hussein says.

Creating Community

But Sharif thinks the stereotypes surrounding Muslims and people of Middle Eastern descent are changing as the next generation makes its mark on the world. "We are the first generation of Muslims in this area and are starting to define the American-Muslim identity and culture," he says. "We have no people to imitate or model--it's a completely novel experience."

Many students say the benefits of having a community and traditions far outweigh any sacrifices they make. They are also willing to share their beliefs and customs in the hopes that fewer misconceptions and less animosity will go a long way toward change.

For her part, Mohila Nateghi says she has never regretted leaving her home to come to Madison, where her husband attended college.

"Madison is so diverse and welcoming," she says. "There is no better place for me to have a restaurant and keep both my Iranian and American cultures."

Mohila is in the final stages of writing a book about her experiences of coming to Madison without knowing much English and starting her own business. "I am very proud of the Persian community here," she says. "And I am the only restaurant owner. Most people are doctors and lawyers."

Despite preconceived ideas and differences between the Middle East and the Midwest, the community here continues to grow and change. Students and other new immigrants bring their own traditions, creating diversity and openness. In the process, they strengthen bonds through the common thread of living in an environment so different from home. And people such as student Akhtar form new kinds of families.

"The community was an instant network of people that were willing to help and something to fall back on when family is far away," he says.

Jennifer Page is a UW--Madison graduate now a freelance writer in Chicago.

He said many overseas students had told the committee: "There's not much international students can learn from Australia in terms of culture or … English. After all, the standard of English of Australian students isn't high."

Does he consider only the narrow concept of culture, to the extent we cannot learn anything from Aussies? I am an Asian international student living in Australia, and i have enjoyed learning about the political, social and cultural ideologies that drive Australians. I have learnt to speak up in class to make myself heard, despite the discomfort of being and sounding different. I don't see an Australian just as an Aussie; i see him or her as a person i can discover, a new friend to be made. I learn from them, about them and vice versa.

The bit about low English standards - look, Australia is an English speaking country, and if you're not a native speaker, please humble yourself first before judging. Their "bad" English will probably be better than yours ever will be. Besides, language is always beautifully creolic. Enjoy the cultural difference, Mr Pang. And btw, your grand sweeping statements about Australian standards of English - not nice.

Before that ridiculous statement from the PRESIDENT of the NLC, came this:

Eric Pang, president of the National Liaison Committee for International Students in Australia, said international students were not provided with a strong welfare system and were forced to rely on their peers for help and support, yet at the same time they were being accused of failing to integrate.

Hmmm, hawwwww, hmmmmm... Well. The newspaper might have misphrased him and i'll give him the benefit of the doubt, but from the above paragraph, question marks are popping up everywhere. Welfare? The University - at least mine does - provides counselling for students unable to cope with cultural change. My department has a charming international student liaison officer. How much welfare does he want? Free transport and tuition fees?

Who's been forced to rely on their peers for help and support? It is alright to be comfortable with your own peers, and it's not wrong to want to spend most of your time with them, but nobody's been forced. If one is willing to head out and make friends through clubs, union involvement, groups, etc, nobody's going to feel that alone. Initiative changes everything, yes? As for the language barrier, keep the professional and personal separate. We're adults for God's sakes. Just because a group project doens't turn out right doesn't mean you can't be friends. It takes both hands to clap, yes, but it also takes one hand to approach the other. Again, my moot point - initiative. It's ok to not fit in. If you are different, make no apologies about your culture, but take your time living overseas as an opportunity to learn and grow. Make no apologies about who you are. Stop blaming others for your lack. You're a freaking cash cow, yellow dollar, walking credit card, whatever you want to call yourself, but why should that stop you from being diplomatic and brave? One handshake at a time, changes everything.

I am obviously livid but will stop ranting. The professor made a good point about teaching Australia to become more Asia-focused and culturally competent, or as i would prefer to put it, more cosmopolitan. If Aussies and Asians want to connect, they can. The first step in "teaching" (how?) is getting to know one other!

Anyway, enough from me. The article for your reading pleasure:

Backlash feared over uni students' cultural divide

A WIDENING gulf between international and local students has prompted warnings of resentment and a backlash on Australian university campuses, as overseas student numbers continue to grow.

The warnings come amid increasing concern over "fragility" in the sector arising from its dependence on international students. On average, universities derive 15% of their funding from overseas-student fees.

One of Australia's leading higher-education experts warns that despite the atmosphere on campuses generally supporting international students, there is "informal but real segregation" that could fuel tensions.

Claims of a divide have been backed up by student representatives.

Local students tended to work off campus and were not active in student life, while international students spent most of their time on campus, generally in the library, Professor Simon Marginson, of Melbourne University's Centre for Higher Education, told The Age.

"So you've got this odd situation with the local students half disengaged in a way I've never really seen before," he said.

"The international-student industry runs off the back of a reasonably strong local system which presumes a healthy relationship with the local students … all of that has become the marketing pitch.

"That's the flashpoint that worries me more than any other - that it could spring back into resentment."

National Union of Students president Angus McFarland said students were concerned about a lack of interaction.

Vice-chancellors had discussed with him how "cultural cliques" and "religious ghettos" could be overcome, Mr McFarland said.

Segregation was apparent in classrooms, with group discussions and teamwork being affected by the two camps tending to stick within their familiar groups, he said.

Mixing between groups in the classroom sometimes prompted complaints from both sides: international students complained they were being marginalised, while domestic students said poor language skills were adversely affecting group progress, he said.

Student associations - underfunded because of voluntary student unionism - could no longer afford to organise sufficient events to encourage social and cultural mixing.

Professor Marginson said local disengagement was not being tackled and international students were not being made use of as a bridge to Asia.

"We're not helping local students become more Asia-focused and more competent culturally. I think it's a real tension … there's no sign that backlash or resentment is occurring, but I think there's potential for that. It's a bit scary."

Professor Marginson said internationalisation of higher education was supposed to enrich universities by helping staff, students and institutions create strong cultural and intellectual links with other countries, as well as bring in much-needed revenue. But it did not appear to be meeting its aim.

Cuts in federal funding have forced universities to seek revenue from other sources, including international students. Meanwhile, growth in domestic students has slowed, while international student numbers have rocketed to 370,000.

International education is a $12.5 billion industry. In 2006, 65% of overseas students were from Asia.

Eric Pang, president of the National Liaison Committee for International Students in Australia, said international students were not provided with a strong welfare system and were forced to rely on their peers for help and support, yet at the same time they were being accused of failing to integrate.

He said many overseas students had told the committee: "There's not much international students can learn from Australia in terms of culture or … English. After all, the standard of English of Australian students isn't high."

Professor Richard Larkins, chairman of the peak universities body Universities Australia, said despite a recent slowdown in the growth of foreign enrolment, "there is fragility about our sector in relation to its high dependence on income from international students".

This blog is referring to someone who has problems accepting things. Look, it may be true that you make mistakes and that you recall yourself as imperfect. Yes, that is true because I have yet to meet someone that could be considered perfect. But it depends on the types of mistakes that they make, that decides whether or not we should accept the person for who they are. You can't just say, "accept them for who they are, don't change them" if that person decides to drink their life away - then what? Are you still going to accept them for being an alcoholic, or are you going to decide to help them change?

Friendships (continuing): We've been friends for such a long time now, but I feel like the more you keep hearing negative things that you do from other people, the more you take it the wrong way. Negative comments can only help you improve as a person, or drives motivation to make you feel stronger. No one wanted you to be perfect, and you can't expect going into life not being criticized for something that you do. At some point, your parents will end up bagging on you, and even your teachers, your friends. You just have to live with it, and deal with it in a MATURE matter. It's over a small problem - hypocrisy. If you know that you are a hypocrite, then don't have a say in what people do. It's that simple, because all it'll end up doing is arouse more problems between you and the person.

Anyways, I just felt like pointing that out, hopefully you understand what I mean.

Today: Ah, another start of summer school - semester two. Netclassroom isn't working, so I can't really check my grades online. My school really needs to figure out how to fix these bugs. I doubt I did well on my final, but I'm pretty sure I did okay on the test before that considering tests are worth 70% of your grade, and the final is only work 15%. I'm going to school a little early to pick up my parking permit for next year - $100 just for a piece of plastic to hang on my rear view mirror, lovely. Hopefully I get to see my bebby today.

Blogged at: 6:08PM

Ah, so today wasn't as bad as I thought it was considering that I did end up passing the class with a 80% or higher. I'm glad, but turns out one of the students ended up with a C and cannot take the class anymore. So before I went to class I was walking towards the school when I felt like turning around. When I did I saw this kid drive up with a new black on black G37 Infiniti. Haha, of course it was my bebby boy. So I ran up to his car and we parked to the back and we hugged and kissed. I haven't seen him in ages, and boy did he get dark! I love him though, and that's all that matters. Plus in 6 hours it'll be our 16 months together <3 So later he told me a story how he was driving on the freeway and this rock chipped his window. Now he has to go get his entire window fixed (the windshield mirror). So I taught him how to make origami stars and he is :) Or, well he should be making them haha.

During class: I just recently got my "rag" after two months of being "rag"-less. So it was really painful and I couldn't really concentrate during class. Good thing it was basic reviews of what goes on in Trig last year, so I got most of it down. He passed back our last test we took and I got a 90%. Okay, so I'm not proud of the score, but it's an A at least, well, A- to be exact. Anyways after that he passed out our finals and I didn't get such a good score. 67% is not what I had in mind, but not everyone did well either, so it's okay.

After class: I hung out with the international students in my class for a while and I drove to Ralphs. I went in to pick up 5 packs of Yakult and 1 economy sized bottle of Benadryl. I was going through the express lane when the lady infront of me talks to the cashier and goes, "Can I borrow a Ralph's card or something? I'm in a hurry, I have ten kids in my car and they keep yapping." So the cashier notices that I have my Ralph's card application all nicely filled out and she tells me, "Are you getting a new card? Oh honey, that's an old application here fill this out real quick and I'll get you a card. Do you mind if she borrows it?" I'm going in my mind, "Well the more times the card is used, the more points/credits I get." So I told her, "Sure why not." The lady tells the cashier, "Thanks so much!" And the cashier tells the lady, "You should thank her, she let you borrow her card." But the lady didn't feel like thanking a little kid like me, and walked off. So I handed my Ralph's card application to the cashier, and the cashier tells me, "Boy, that lady was rude!" And I ended up paying $33 bucks since each package of Yakult was worth $3 and the Benadryl was $17. I charged the card and drove home. What a day!

Photos of today:

There were more photos, but I don't feel like posting them up :)

Also erst haben wir uns gestern mit Steffi getroffen die aus Geelong (80km von Melbourne) angreist kam und waren dann wir bei Game On. Eine Spiele Messe in Melbourne die über die ersten Video-Spiele ever bis zu den neuen Wii und XBox berichtet und diese natürlich auch vorstellt.
Leider gibt es keine Videos oder Fotos da es dort verboten war welche zu machen :(

Nachdem ich 5Min nachdem wir angekommen waren erstmal alle verloren habe und da alleine rumgeeiert bin und erst nach einer Weile alle wiedergefunden habe, habe ich dort "House of the Dead" mit EyeToy gespielt und mich vor einigen Leuten total zum Affen gemacht ;)

Dann sind Andy und ich zu den ganz alten Arcade-Maschinen gegangen wo Andy sich einen Platz bei DonkeyKong ergattern konnte während ich EmpireVideo o.ä. (Vertical Flugzeug-Shooter) gezoggt habe.

Danach eine gemeinsame Runde "CENTIPEDE"... falls ihr es nicht kennt

http://www.youtube.com/watch?v=5C0qZp57IXU

total cool, man spielt das mit Einem einzigen Button und einem Trackball. Macht voll Spass. Aber wieder war Andy mal ein bisschen besser als ich, dafür hab ich ihn dann bei Virtua Fighter abgezogen. Hatte aber zuvor auch schon ne Abreibung in Street Fighter 2 Alpha Plus o.ä. bekommen^^

Dann später noch ne Runde Bomberman zu 6 an einem riesen Fernseher. War voll geil, jedoch hat da ein Japaner / Chinese mit seiner Freundin mitgespielt und man kennt die Chinesen ja, die sind einfach zu gut. Wir hatten keine Chance.. ich glaub Andy hat eine Runde gegen die überleben können.

Dann hatten alle Hunger und nach 2h für 10$ sind wir dann wieder abgezischt und durch die Stadt geschlendert. Direkt nach ChinaTown. (Bilder werden nachgereicht, Steffi und Fathi hatten nur ihre Kamera mit) Dort estmal lecker chinesisch Essen, jedoch zu ganz anderen Konditionen als bei uns zu Lande. Ich habe hier 8$ (ca. 6€) gezahlt und habe nur einen kleinen Pot reis und einen kleinen Teller Rindfleisch bekommen. In Deutschland kann man sich nach einem China-Restaurant-Besuch kaum noch bewegen ;)

Als nächstes Stande das Treffen mit den International Students an, jedoch war das noch einige Stunden hin also weiter durch die Stadt latschen und in die nächste Kneipe/Bar/Cafe (was auch immer). Alle außer mir haben sich einen teuren Cafe reingezogen während ich mein 2tes australisches Bier kosten durfte.

Bisher hier probiert (Liste wird stetig erweiter^^):

• Maes (Plörre aus Belgien mit Kleber am unterm Kronkorken der dann an der Flasche backen bleibt)
• Crown Lager (sehr lecker)
• Cascade Premium Light (ging so)

Dann haben wir uns auf den Weg gemacht die Internation Students zu treffen.

Vorher noch in einem Gamesshop vorbei wo ich mir "Painkiller" für 5$ gekauft habe. Der Verkäufer zu mir "5$ please,...... can you BELIEVE it ;)" (weils halt so billig ist, sind ca 3€)

Später dann waren Fathi und Roman  verschiedener Meinungen wo die Deakin-Leute wohl warten :/
Der Rest hat sich raus gehalten. Also sind wir immer schon wieder zwischen dem Info Center und der Flinders Street Station auf der anderen Strassenseite hin und her gependelt. Jedoch ist hier grade Weltjugendtag *arrrgs*, sodass es hier so voll war das wir keine Chance hatten jemanden von der Deakin-University wieder zu finden. Also haben wir mit Steffi eine Sight-Seing Tour über die Flüsse gemacht Richtung Crown-Casino wo wir dann ins Kino gegangen sind und "You don't mess with the Zohan" angeguckt haben.
Soooo ein Schwachsinns-Film, wirklich! Aber der ist so schwaschsinnig das es schon wieder geil ist.

Dann noch ein paar Bierchen bei uns im Wohnzimmer und heute nochmal lecker gegessen.

Fathi wird bestimmt noch posten was genau das war... Steak mit Spinat oben drauf und selbst gemachte Kartoffelrösties. (Bei Fathi im Post wird dann die genau Bezeichnung stehen) aber hier gibts wenigstens Fotos. Die sagen ja eh mehr^^

war auf jeden Fall sehr ereignisreich.

Achja bei mir siehts auch schon schlimmer aus als zuhause... die meisten wissen ja das ich immer nur am rumwühlen und aufräumen bin... sieht hier etwas anders aus! Nach einer Woche ist das, dass Ergebnis:

Achja, ich habe rausgefunden, besser gesagt, Fathi hats mir gesagt, wie die Heizung richtig Funktioniert. Den Schieberegler zu verschieben hat vorher nix gebracht. Entweder man öffnet es und dann kommt ein bisschen Luft durch alle Schlitzer oder man schliesst die komische Bodenheizung und dann drängt sich das bisschen Luft einfach am Schieberegler vorbei.
Man kann jedoch diese Abdeckung abnehmen und im innern der Heizung eine richtige Platte umlegen und somit die Lüftung auf machen. Jetzt isses bei mir wie im Pumakäfig... endlich kann ich lüften. Wollte vorher nicht Lüften da es dann noch kälter werden würde und ich das bisschen wärme was ich über mehrere Tage angesammelt habe nie wieder rein kriegen würde ;)

Jetzt noch ein bisschen das Wochenende geniessen (naja hatte ja bisher eh fast nix anderes^^) und dann nächste Woche auf den Beach Orientation Trip nach Lourne (juuhuu ich wurde doch noch im letzten Moment angenommen).

Bis dahin alles Gute...

Dan

There have been times in my life where I have wished I spoke another language, and I've often felt like it would be a benefit. This is the first time that I have felt at a disadvantage because I only speak English. I was in a meeting for wives the other day that was entirely conducted in Spanish.

It is immensely frustrating to be well spoken in one language but like a 2 year old in the other. I am quite shy in new social situations under normal circumstances... so this just makes it worse. It is hard to be left out of conversations and constantly relying on others to translate for me. I have a whole new respect for people who have come to this country and had to flounder around without speaking English well. I don't think I'll ever be so intolerant again.

I found out today that I am eligible to take Spanish classes while we are here. I'm not sure how I'm going to work that out with childcare for the dutchkid, but I'm going to have to find a way. I can't think of another time when I'll be quite so motivated to learn. And if we do move to another country in the future (which is a possibility) I absolutely do not want to be in this situation again.

So, let’s clear it up right now that liberal arts is not a progressive look at dance, theater, painting or any other form of art. A liberal arts education refers to a course of study that provides general knowledge and develops general intellectual reasoning and analytical capabilities rather than professional, vocational, or technical skills. A liberal arts curriculum incorporates studies in languages, philosophy, literature, history, and sciences.

There are some post-secondary institutions that focus only on liberal arts and many others that combine liberal arts along with research, professional, and technical studies depending on your major. Most U.S. colleges and universities require that all of their students complete a general education curriculum based on liberal arts courses as part of their Bachelors degree program. Therefore, the majority of graduates from U.S. colleges or universities have similar liberal arts-based backgrounds in addition to the specialized education they receive in their field of study.

The faltering US dollar, which has steadily lost value against major currencies around the world, has produced a silver lining for foreign students, and the American universities that recruit them.

With every dip in the exchange rate, the cost of college for many foreign students has dropped in kind, a discount that has contributed to a surge in demand for Boston-area colleges and universities, college administrators, consultants, and higher education specialists say.

"Everyone wants an American education, but for many families the cost has been prohibitive," said Marguerite Dennis, vice president for enrollment and international programs at Suffolk University, which attributes a sharp rise in international enrollment this fall to the exchange rate. "But now, the dollar has made coming here so much more attractive and realistic."

Widely considered the worldwide gold standard for higher education, American universities have suddenly emerged as a bargain for a growing number of international students, whose yen, rupees, and pounds go much further than they used to. The influx is expected to reverse the declines in foreign student enrollment that followed the Sept. 11, 2001, attacks.

"We know as a general proposition that worldwide economic trends impact student flows," said Victor Johnson, senior adviser for public policy for NAFSA: Association of International Educators. "If people are coming here for a couple of days to do nothing but buy a new wardrobe, it would be strange if the exchange rate didn't affect their educational decisions."

Many colleges in Massachusetts and across the country report sharp increases in applications and acceptances from international students for the coming school year, especially from India, China, and European countries.

The University of Massachusetts at Amherst expects a roughly 20 percent increase in new international students this fall, while Northeastern University will enroll 17 percent more students than last year's class. Foreign students will comprise nearly one-quarter of Babson College's incoming class, after a 67 percent rise in their ranks.

"We've stepped up recruiting, and the dollar has certainly played a role," said Grant Gosselin, Babson's dean of undergraduate admission. "As the dollar decreases in value, American colleges become that much more attractive." [Click here to read the full story]

I had the opportunity to take some summer classes and I will admit that even though you don't want to be inside during the beautiful sunny days it made my next semester that much easier.  I didn't have to take as many courses making allowing me to spend more time doing other things.  I also took enough summer courses so that I could graduate a semester early and get out of school, get a great job and start making my own money!

One downside to summer courses was that there weren't as many people around campus so my experience was a little bit more relaxed but it also gave me the opportunity to do things that I wouldn't typically do when all my friends are around.

Avril Perez at Clark University has had the experience of taking summer classes and she shared that experience on goSwoop.  Here is a little bit of what she had to say...

Thinking about my future after college, choosing the right university and the right course, money matters and so on. I like this part of my life a lot, even though I generally dislike decision making, being very indecisive-almost to the point of having some kind of a disability.

Anyway, I was also thinking about reviewing some UK colleges for international students, as I have applied for several of them this year. I got to know many members of international offices and learned a few useful tips for prospective college students. People should know about advantages and disadvantages of studying overseas and also about the system in the UK from an average person's point of view (that would be me).

I've come up with a list of several colleges and a description of their services, fees, accommodation and more. Here we go...

I thought I'd start with the Boston college, as it's the one I'm headed to : )

Boston is located in Lincolnshire, East Midlands, UK. I've chosen this place of all because of its pleasant weather conditions (not too hot, not too cold - just about right) and a peaceful area. The town itself is rather small, with about 50 000 inhabitants. To cut it short, it's not a busy area, which gives students more opportunities to concentrate on their studies, rather than partying (but, hey, partying is a great part of a college life and I'm not saying it's impossible in Boston : P You just have to know the right people, I believe).

The college offers a great range of various A level subjects and it's not centred around just one area. You can choose up to 4 subjects and submit an online application, which is easy to complete. Here comes the time for a useful tip. Normally, international students would be required to provide some language test result - IELTS. The test is quite hard to pass, but it's the best one available (you can request it at your local British council office). However, if you choose to apply through some student agency, you will be given a very easy english test, which you can mostly pass sitting at home (it's up to you whether you'll cheat or not, but the test is very, very easy).

The advantage of applying on your own is that you can save the agency fees and you're the one who's got the control over the process. You don't have to rely on other people and you also communicate with the international office by yourself. The only problem might be the visa application process. Students who opt for applying on their own might have some problems with the entry clearance, as the visa offices tend to be very strict about the paperwork. You'd have to provide any document that comes to your mind to make sure you get your visa on time.

Agencies can provide you with a special paper that would make it all a bit easier. 

Back to the process... Once you submit your application (whichever way you choose) you have to wait for them to reply. They will let you know whether they need anything else from you, or not. Mostly they will need a copy of your ID, passport, your parents' documents and copies of any language certificates you can provide. Copies of your school reports from past 3 years are required, too.

Once you've provided that, you have to wait for your acceptance letter, which you'll need for your visa application.

On the behalf of Boston college I have to say that their staff is very easy to get along with, they're very helpful and patient. I'm a very chaotic person and it takes me ages to get organized. I'm very thankful for their support - special thanks to Margaret. 

If you're interested in studying at the Boston college, please visit their website. 

john Leggott college was my first choice, to tell the truth. Like Boston, they have a little bit different fees, lower than most of other colleges, but they still provide students with a wide range of courses and activities. The college is located in North Lincolnshire, not so far from big cities like Manchester and Liverpool. For more information, visit college's website  - this link will take you directly to the international section.

Since I've explained the process above (yes, the process is pretty much the same, since they also have on online application) all I have to say is that it's one of the best colleges in the area, especially when it comes to international students who don't want to pay a fortune or get into a great debt. Surely it's much more lovely in Oxford or Cambridge, but the expenses would be enormous.

These two colleges I've been talking about above have a friendly atmosphere, are internationally recognized and can lead you to top universities (I think it's better to save some money while you're at a college, so you can spend some more at university, right).

They both provide satisfactory accommodation either at the halls of residence, or in a homestay. I've been talking to some people who go there and they're very happy with their choices - so am I.

I think that's all for now - I will write more later.

-Ana

Education systems vary throughout the world and in some countries the grading scales vary from university to university. Most university admissions offices have a trained foreign credential evaluator on staff who can determine international course and degree equivalencies. If you are requesting that courses from your home institution be transferred to a U.S. institution, this will require a good deal of background knowledge and research on the part of the foreign credential evaluator. International university information is not always easily available in English and it is also very difficult to ascertain the number of hours you studied and the academic content of the course to determine if it is equivalent to any coursework available at a U.S. institution.

Universities generally do not award transfer credit if there is any doubt that the course may not be equivalent to the course offered at their school. A credential evaluation service can help clear up any doubts by doing the necessary research and providing a course-by-course evaluation with information and a recommendation on how the university should proceed with awarding credit. The final decision rests with the university.

If you are asked to submit an outside evaluation, be sure to confirm with the university if they recommend or require any particular service or if they have a list of approved services.

While there are many certified evaluation agencies, here are links to three of the most widely recognized:

World Education Services
Educational Credential Evaluators
American Association of Collegiate Registrars and Admissions Officers (AACRAO)

Zimbabwe's declining economy is resulting in fewer Zimbabwean students being able to afford a Rhodes education. According to the Registrars Office at Rhodes University, the proportion of Zimbabwean students enrolled at the institution has declined and is expected to continue in this way. One of the reasons for this is the universities intentional limitation of the numbers of international students, but the main reason is the current economic melt- down Zimbabwe is facing.

These students are expected to pay the full years tuition at the beginning of the academic year.

Dr Stephen Fourie at the Registrars Office says many Zimbabweans pay their fees in pounds or US dollars as paying in Zim dollars is virtually impossible.

Considering what a scarce resource foreign currency is in the struggling country, it's a wonder how Zimbabweans still manage to make up 30- 40% of the international community at the university.

Kundai Mabeza (pictured left), a 4th year Management student from Zimbabwe, says he knows several people who have been forced to drop out because they can no longer afford the fees.

‘I'm lucky - a company pays my fees for me, and I work on campus so I get money for day-to-day stuff from there,' he said.

Those students who are fortunate enough to have funding for the duration of their degree face a new problem once they have graduated. If they return home and seek employment there, it's not likely they will be earning a salary which will allow them to sustain themselves.

It's also difficult for anybody fresh out of university to get a job here in South Africa, but virtually impossible for a young foreigner. Many students then find themselves fighting for competitive post-graduate places and are in a position where they once again need to consider the sources for their funding.

Despite the hardships they suffer as a result of the economic situation in Zimbabwe and the current volatile situation in the country, many students are excited to return home over the vacation.

Mabeza has unfortunately not had the opportunity to do so, ‘If I could afford
it I would definitely go home. It's just nice to be with your family for a while,' he said. He also spoke about how heart-breaking it was to see his home country fall into shambles - a sentiment shared by numerous young Zimbabweans.

These students will have to continue to try and find more creative ways of fitting into their adopted societies if they wish to move forward with their careers in this country.

Pics: Mudiwa Mupotsa

Universities either follow a specific set of application deadlines or a “rolling admissions” policy. Schools with strict deadlines will clearly have them listed in their brochures and on their web site well in advance. Some schools may have a little flexibility depending on the number of applications received and the competitiveness of their applicant pool that year, while other schools will not accept anything after 4:59 pm (the close of business) on the day of their deadline, no matter what.

Schools with a rolling admissions policy generally review applications and make decisions as they are received until all the spaces in their incoming class are filled. However, even schools with rolling admissions policies tend to have a final deadline date several weeks before classes start. Their admissions policy may be rolling but they will probably have a deadline for scholarship consideration. It is also important to keep in mind that admission is offered on a first come first serve basis so applying earlier improves your chances.

University Admissions Officers are looking for students who are not only academically qualified but also well-rounded individuals. Submitting your documents on time or early shows us that you are a serious student who is genuinely interested in our university. By fulfilling all of our application requirements and meeting our deadlines, we can see that you are diligently planning for your future. This planning is also apparent in the visa application process. If you show up at the Embassy two days before classes start, the Consular Officer is going to wonder if you really are serious about studying in the U.S.

In addition, we understand that you may still be finishing your final year of secondary school or you may not have taken your national exams by our application deadline. That is ok. We can make a provisional decision based on your academic record up to the time you submit your application, and you can send your exam results or final transcripts when they are available.

Finally, the sooner you send your application the sooner the weight of the application process is lifted off your shoulders. Once all of your documents have been submitted, you can sit back and wait for the universities to make a decision and you can begin planning the next steps in the process.

These students often study hard, excel, and in many cases go on to fill important positions in the U.S  They may stay here many years, or they may return to their homelands after a few years in the U.S.

Those who return home after school, immediately or after a few years, can easily go back with negative attitudes toward American people, values, and policies.  This has been especially likely during the Bush years, when there have indeed been many American college students and professors who would share their distaste for seemingly foolish, wasteful, and destructive American behaviors.  But even during those years, a different approach to international students from relatively unfamiliar cultures could have achieved better results in some cases.

The Bush Administration is not, in itself, solely responsible for some international students' failure to become engaged with American life.  It is entirely possible for an Asian (or, perhaps, a Middle Eastern or African) student to come to the U.S., live on campus, hang out almost exclusively with other students from his/her homeland, maintain virtually no friendships with Americans, speak his/her native language in most of his/her daily contacts, watch TV from back home rather than American TV, improve his/her English only marginally over a span of two or more years, and go back where s/he came from with an enhanced knowledge of bad rather than good examples of American people and life.

A student of that sort can easily be a net loss for America, for American students, and for American universities.  They may return home with hostility toward and/or disappointment in America, in place of the admiration that brought them here.  In classrooms, they may sit silently, unable to follow the rapid give-and-take between students and professors, or they may pipe up with observations that demonstrate that they largely do not understand the discussion.  They may supply tuition dollars that help pay universities' expenses, but in exchange they can easily be a drain on the level of energy, camaraderie, and interaction in the classroom.  Certainly they are not providing the international interaction that educators may hope American students would experience.  Such international students may also be unlikely to support the university in extracurriculars (e.g., sports, campus events).  And they, themselves, may not be having such a great time.  They are human beings too, obviously, and they can get lonely and feel excluded when they are so far out of the loop.

Of course, such observations vary from one situation to another.  Many international students do become intensively involved in school and classroom, interact extensively with their classmates and with other American people, media, and businesses, and generally participate as well as anyone could hope.  Many classrooms do facilitate active involvement by international students of any level of language ability and cultural orientation.  It would be unfair and inaccurate to say that any of the foregoing concerns apply to international students across the board.

Such caveats notwithstanding, it remains true that many American universities now make it possible for international students to keep themselves fairly isolated from Americans, and that that is in no one's interest.

An alternative arrangement would admit students to the university only after demonstrating that they are capable of participating in meaningful discussion at the university level.  This demonstration might include some revised form of standardized test; the tests presently used are plainly not insuring sufficient language ability in international students.  It might also include interaction with, say, American tourists who visit their homelands.  One example of the latter could feature ten-minute conversations involving two would-be students and one tourist, where the tourist would be asked to state which of the two students spoke better.  A student who came out worst in each of three such pairings (with different American visitors) would hardly seem a likely candidate, while one who came out best in all three might merit some presumption of language and cultural competence, sufficient to understand and, hopefully, to become engaged in university life.

A different approach would be to allow or require would-be college students to begin with an American high school experience.  Much of what international students fail to understand, in typical banter, is of a cultural rather than merely linguistic nature.  There is so much slang in our speech, and there are so many obscure references in many classroom discussions (though of course these observations, too, vary greatly from one academic discipline to another), that it can take years before an Asian student begins to understand what we are talking about.  A response in that case would be to send them to high school before letting them into college, if necessary, so that they can have a fair shot at having a good and well-rounded college experience.

FEMA Information:

DISASTER ASSISTANCE INFORMATION

Homeowners, renters, and businesses of all sizes, as well as private non-profit organizations affected by the severe storms, tornadoes and flooding beginning May 25, can get the application process started. The toll-free number is open 24 hours, and online registration is available.

To apply by phone call 1-800-621-FEMA (1-800-621-3362)

(TTY 1-800-462-7585 for the speech- or hearing-impaired) Or apply online at www.fema.gov

IMPORTANT: Please have the following information available when you call:

• A phone number and a reliable alternate in case we need to call you back

• Address of the damaged property

• Brief description of damages

• Social Security number

• Insurance information (if you have insurance)

• Current mailing address

• Bank Account Information (if you are eligible for disaster assistance, you may choose to have the assistance check deposited directly into your bank account)

Government disaster assistance covers basic needs only and will not normally compensate you for your entire loss. If you have insurance, the government may help pay for basic needs not covered under your insurance policy. Some disaster aid does not have to be paid back, while other assistance may come in the form of loans.

For information on the process, or to register online, visit http://www.fema.gov/assistance/index.shtm

A Few Ways to Give:

New Pioneer Co-op is now accepting monetary donations to be routed to the Red Cross' flood relief efforts. To make a contribution, visit any check-out lane at the Iowa City and Coralville locations.

The University of Iowa has also established a Flood Relief Fund. Visit http://www.givetoiowa.org/floodfund to lend your support. As the UI President Sally Mason explains,

"Gifts of all sizes are needed and appreciated, and our first priority is to assist UI students and employees who have been displaced from their homes by the flooding. After addressing these most immediate human concerns, we will use contributions to the fund (as available) at my discretion to address other areas of flood-related need throughout the campus."

Go to www.corridorrecovery.org to find more opportunities for contributing to flood relief efforts.

Disease Prevention:

Health departments, health professionals, and the general public are making health inquiries about recent storms and flooding. The purpose of this web page is to highlight some precautions during flooding. Links and resources listed contain a variety of health and enviromental precautions. For any additional questions contact the Iowa Department of Public Health at 515-281-7689

The following links will provide you with additional information:

• ISU Flood Resource Information
• CDC Flood Resource Information
• Safety Information About Mosquito Repellent Use

Additional Resources:

• Flooding of Private Sewage Systems
• Cleaning Basements after a Flood
• Cleaning and Disinfecting
• Flood Contaminated Foods
• In an Emergency Discard or Salvage?
• Water Storage Containers
• Flooding and Child Care
• Mold Fact Sheet
• Mosquito Control Spraying -- 5/27/04
• Deciding What to Salvage
• Immunization Issues

For more information:

· Call 1-800-362-2736

· Environmental Health Concerns contact (515) 281-0921

For International Students:

Assistance in Flood Recovery. OISS is preparing information on resources that can assist international students who have had a loss from the flood. While students here as nonimmigrants (F-1 and J-1) do not qualify for US or State government assistance unless they have US citizen children, other agencies will have assistance available. As soon as we can obtain accurate, complete information we will distribute this via our listserve and put the details on our website. We will also have some limited funds available through the OISS Emergency Fund, and are developing procedures for students who need to apply for this assistance. Please do not contact us about Emergency Funds applications until we announce the process; we will give everyone sufficient time to apply and be considered.

Several groups, both on campus and off campus, have volunteered time and effort to assist students in any way needed—taking you to the store, moving items, cleaning up, or even just watching your children while you take care of necessary business. We are waiting to confirm contact information for these groups and we will send that out in a future message (probably tomorrow) and post this on our website. These are honest, open, and generous offers to help so please contact these volunteers for any type of help; nothing will be too little or big to assist with.

There may be University resources available to all students and that information will be distributed as it is received.

Class Resumption, Withdrawals and Immigration. Summer session classes will resume this coming Monday and all students will be able to complete this term. Classes may be moved—check ISIS to see if that is the case with your schedule. Provost Lopes has announced the continuation of classes and processes for withdrawal should students wish to do so. This is on the web at http://uiflood.blogspot.com/2008/06/interim-provost-lopes-issues-statement.html. Should you choose to withdraw, if you were enrolled in spring 2008 at UI you are not under an immigration obligation for enrollment and thus can withdraw without an immigration problem. If you are new to UI this summer, immigration law does require you to be enrolled, but we have contacted the Department of Homeland Security to request a waiver of that requirement and expect to have an approval given. Students who are new this summer and who plan to withdraw must see an OISS advisor before withdrawing.

Contact Information. Until we reopen, you can contact Scott King via our emergency number, 319-384-2229. When we reopen on Monday, we will have extended advising hours from 9 am to 12 noon and 1 to 4 pm.

International students who are here in F-1 or J-1 status cannot receive assistance from FEMA, unless they have a US citizen child. But assistant is available through private sources. The Crisis Center is providing significant financial support to cover those people and circumstances that FEMA does not cover. Applicants must make an appointment to see a counselor, and right now there is a two week wait for an appointment, which can be made at 351-0140. We will have more information on resources that will be available next week.

Several groups have come forward to volunteer assistance to students and scholars who need help with such things as transportation, cleaning, moving, etc. COGS can be reached at cogs@cogs.org, mark-salisbury@uiowa.edu, or 337-5074; Grace Community Church of North Liberty is offering assistance, call them at 626-2040. Other groups that have volunteered include the Graduate Student Senate, OASIS, and UI Ambassadors. The volunteer groups are meeting this coming Monday at 1 pm in the International Commons next to OISS offices. Anyone who would like to join this meeting to help coordinate efforts is invited to attend.

OISS will reopen Monday with extended advising hours of 9-12 noon and 1-4 pm.

]]> http://aleddilwynfisher.wordpress.com/?p=30 Tue, 17 Jun 2008 14:10:46 +0000 Aled Dilwyn Fisher http://aleddilwynfisher.wordpress.com/?p=30 Fantastic news as Hicham Yezza, a Nottingham University student arrested for downloading 'radical material' as part of his PHD, has been released:

PRESS RELEASE: Hicham Released after 31 Days in Detention

From a group of Nottingham residents, concerned students and academics at the University of Nottingham, UK.

For immediate release 16 June 2008

Following the cancellation order on his deportation, and after being detained for over 30 days, Hicham Yezza has been released on bail after the Home Office refused to grant him temporary release.

Hicham, a prominent political journal editor, writer and University member was arrested under anti-terror legislation for the possession of ‘radical material’ on May 14th. The document in question is widely used for research purposes and was downloaded from an official US government website. At the time of the arrest the document was being used as material for a PhD proposal (supervised by staff in the Department of Politics and International Relations) of a student friend who was also arrested.

In the wake of the arrest the Home Office attempted to deport Hicham: a move that elicited widespread condemnation. Alan Simpson MP said: “The basis of that removal is to try to justify the abuse of power under the Terrorism Act” (see website for text of speech). The deportation order was cancelled in the midst of protests and a concerted campaign for Hicham’s release, but he remained in detention for weeks in various immigration removal centres. The Home Office attempted to justify Hicham’s continued detention by claiming he had an ‘absence of close ties’ to the UK. This was despite overwhelming evidence to the contrary, including hundreds of character references from friends and university colleagues, testifying to his excellent character and exceptional contributing to British society over the last 13 years.

Hicham’s arrest highlights the routine and inappropriate use of the terror laws in Britain. Despite the fact that the ‘radical material’ was immediately confirmed as research material by academic supervisors, both Hicham and Riswaan Sabir were held for 6 days. This is a pre-charge detention period that would be illegal in most EU countries.

This development comes in the wake of recent national debate surrounding the extension to 42 days pre-charge detention and at a time when the US Supreme Court reaffirms the writ of habeas corpus in relation terror suspects held in Guantanamo. Yet the UK Government continues to undermine this cornerstone of liberty and accelerates the erosion of fundamental civil liberties.

When asked for comment on his release, Hicham said: “Being detained for the past 31 days has been the most harrowing experience of my life. The support my campaign has received from thousands of friends and supporters - including MPs academics, artists and concerned citizens in Nottingham and beyond - has been nothing short of inspirational and has sustained me through this difficult time. I have spent almost half my life in Nottingham and throughout that time have done my utmost to be a productive and positive member of the student and local communities. I look forward to continuing my fight for justice and I hope sense will prevail.”

Campaign coordinator Musab Younis expressed his delight, commenting: “The incredible success of the campaign is testament to Hicham’s deep roots in the community and unique contribution as a well-known activist, academic, writer, and artist. The campaign will press ahead in its aim to secure Hicham’s right to stay in the UK. We confidently expect a swift and positive resolution to this case, in line with the values of justice and free speech that we expect our country to uphold.”

“We are delighted that Hicham Yezza has been granted immigration bail and has been released,” said David Smith, immigration specialist with Midlands law firm Cartwright King and who is representing Mr Yezza. “The judicial review will now continue and we hope that the case will proceed in an orderly fashion to its proper conclusion.”

[ENDS]

Press conferences will be scheduled shortly: see website for updates.

Contact the Campaign:
Phone: 07948590262 / 07505863957 / 07726466211
Email: staffandstudents@googlemail.com
Website: http://freehichamyezza.wordpress.com

Shamefully, as my comrades in Education Not for Sale (ENS) report, the National Union of Students (NUS) failed to put out a statement, let alone offer proper support, to stop Hich from being deported. They were hardly that busy, given that they also failed to do anything meaningful about the University and College Union (UCU) strike, and failed again to even put out a statement about how a student in Huddersfield was attack by the Far Right.

This is great news about Hich but the fight isn't over. Many immigrants and international students are going to face harrassment from the 'Labour' government over the coming years, particularly under plans to force non-EU foreign nationals to accept ID cards, including handing over biometric data and sensitive documents, or be deported. And for domestic students too, it seems the government are prepared to make acceptance of an ID card a condition for such things as opening bank accounts, effectively forcing students to submit to their authoritarian agenda.

The fight is really going to be on next year - especially at the LSE, where over 60% of students are international - and we need strong, united campaigns of protest and even civil disobedience to protect students and defeat the government's plans.

The downside is all the awkward exchanges in the meantime. We had them over for lunch yesterday and today the kids (aged 10 and 18 ) stayed with me for an hour or so while dh took their parents to finish up some paperwork. I'm sure it was comical to watch us try to use hand and arm signals to get our point across, punctuated by broken Spanish and English. They love my dogs and Coke. Universal language, there!

Tonight someone else stopped by because another international family arrived with two very small kiddos, both of whom need car seats. Their sponsor was telling us that they don't use car seats like that in the country they are from. I just bought the dutchkid this awesome new seat that will hopefully allow her to stay in a 5 pt harness for much longer, so we have an extra convertible seat lying around. My dh had offered it, along with all of the other infant junk that I can't bring myself to part with yet. I normally would've felt much more attached to my baby stuff but can you imagine? Coming to a foreign country and having nada?! That mama definitely needs it more than I do!

The international students are arriving soon to attend the school my dh is in. We will be sponsoring a family, which should be interesting. It adds to my angst that I am one of the very few U.S. wives I have met who does not speak Spanish very well. The international families undoubtedly will not speak English very well, if at all. My dh is fluent in Spanish, so I'm not really worried... but it would be nice if I could carry on a conversation without sounding like such a gringa. It's always amusing because thanks to my Mexican genes, I am the one who looks like I should speak Spanish, my dh is the white boy.

If the tables were turned and I was flying to another country and setting up my household from scratch, I know I would be so nervous and worried about everything. I imagine the student's wife is feeling the same. I just hope that we can get them settled in short order, as I have to fly home next week for my mother's wedding. I'm feeling bad about leaving my dh alone to handle it all, since he's already overwhelmed with his grad program. That's another post in and of itself. My dh is making self-pity an art form, let's just leave it at that. I'm trying not to let on that I am very excited to get out of the oppressive heat here and hang out with my family. Summer in Michigan! Ahh, paradise.

Check with the school or department to which you are applying or have been accepted to determine if they have any possible fellowships, assistantships, or scholarships available.

There are several FREE online scholarship search tools and a Scholarship Bulletin Board. There are also Financial Aid Information Pages specifically for international students at: www.edupass.org and www.iefa.org

Student loans are another option to consider. There are a number of private education loans that are available to international students who can provide a cosigner who is either a U.S. citizen or a permanent resident of the U.S. Some of these lenders are:
Citibank CitiAssist Loan
TERI Alternative Loan
Nellie Mae Grad Excel Loan
Sallie Mae International Loans

phdcomics.com explains another scenario where international students can’t go to an international conference, even if they are the first author, because their American visa is expired and they need to renew it when they come back to the US, a place where they have been doing excellent research for more than five years!