Terra Nostra*Terra Nostra*SPRING 2012 *Latin for “Our World”

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

On May 3, Georgia College welcomed a delegation fromthe Korea National University of Transportation(KNUT). Dr. Stas Preczewski, interim president ofGeorgia College, and Dr. Sandra Jordan, formerprovost, met with Dr. Byung-Job Jang, President ofKorea National University of Transportation, to discussthe many possibilities that a memorandum of under-standing between the two universities might providefor educational and cultural exchanges, including stu-dent exchanges, faculty exchanges and collaborationon study abroad programs.

Representing Korea National University ofTransportation were the president, Dr. Byung-JobJang; Dr. Hyek-Seok Kwon, Ddean of InternationalAffairs; Mr. Jong-Sul Park, team leader of InternationalAffairs; Dr. Woo-Jung Kang, dean of Academic Affairs;Dr. Kwang-Hyun Kim, professor of InternationalBusiness and Commerce; and Mr. Bok-Shik Hwang,chief presidential secretary. The president’s wife, Ms.Young-Yea Kim, also attended. Dr. Sung-Hee “Sunny”Park, assistant professor of Management InformationSystems at Dalton State College, introduced GeorgiaCollege to KNUT.

“We are proud to add another international partnerwith which Georgia College faculty can collaborate andanother option for student exchange abroad,” said Dr.Dwight Call, assistant vice president for InternationalEducation. “Georgia College has university partners onsix continents, which offer both faculty and staff manyoptions for learning about the world. Already theCollege of Business and Department of InformationSystems and Computer Science are working on detailsfor bringing to campus KNUT faculty member Dr.Yoonae Ahn from the Department of MedicalInformatics and Engineering. In addition, when YoungHo Cha from Financial Services was recently in Koreaon holiday, he was warmly welcomed when he had theopportunity to visit KNUT.

INDEXGC signs agreement ..........1

Ecology on San SalvadorIsland ..................................2

Open letter to Deputy Prime Minister of theBahamas .............................3

Staff Addition .....................4

Campus Notes....................4

Strategic Plan .....................5

Danish Health Care ............7

New Techniques.................8

Study in Greece..................9

Visiting Ecuador students...9

Philippine Health Care .....10

Alumna receives

scholarship........................10

GC is charming.................11

International Dinner..........12

Moving On .......................12

Green towel around the world ..........................13

Alumni News ....................14

Pledge Form.....................15

gcsu.edu/international

Delegation from Korean National University ofTransportation visited Georgia College: left to right,Kwang-Hyun Kim, professor of International Business& Commerce; Hyek-Seok Kwon, dean ofInternational Affairs; Sung-Hee “Sunny” Park, profes-sor at Dalton State College; Byung-Jib Jang, presi-dent; Young-Yea Kim, wife of president; Woo-JungKang, dean of Academic Affairs; Jong-Sul Park, teamleader of International Affairs; and Bok-Shik Hwang,chief presidential secretary; and from GeorgiaCollege Dwight Call, assistant VP for InternationalEducation; Sandra Jordan, former provost (partiallyhidden); and Stas Preczewski, interim president.

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

Georgia College SignsAgreement with KoreaNational University of Transportation

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GEORGIA COLLEGE

Stas PreczewskiInterim President

Tom OrmondAssociate Provost

INTERNATIONALEDUCATIONCENTER STAFF:Dwight CallAssistant Vice President for International Education

Libby Davis Associate Director andInternational Student Adviser

Scott TerryStudy Abroad Adviser

Liz HaveyStudy Abroad Adviser

Jason WynnInternational AdmissionsCounselor

Mary AndersonSecretary

Lucine Colignon, Callie HeisnerInterns

Sarah Crile, Ciara EvansStudent Workers

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

Georgia College, Georgia's designatedPublic Liberal Arts University, combinesthe educational experience expected atesteemed private liberal arts colleges withthe affordability of public higher education.Its four colleges - arts and sciences, business, education and health sciences -provide 6,600 undergraduate and graduatestudents with an exceptional learning envi-ronment that extends beyond the class-room, with hands-on involvement in facultyresearch, community service, residential learning communities, studyabroad and myriad internships.

Ecology on San Salvador Island, The BahamasThis Maymester marked the 13th consecutive year that Dr. Melanie DeVore, Georgia Power endowed pro-fessor of Environmental Science, has directed a summer study program on San Salvador Island in TheBahamas. The students study and conduct research of that island’s unique ecological systems and get tointeract with the approximately 800 permanent residents of the island, many of whom work at the GeraceField Station.

Maymester 2012 Study Abroad group poseswith the famous Georgia College greentowel, held by the three students seated onthe ground. Photo by Sandy Voegeli

Bahamas Ecology students analyzespecimens in the lab.

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

Matt Boyle and Chris Karafotias divefor specimens. Only properly certi-fied Divers Alert Network (DAN)divers can scuba dive; other stu-dents snorkel. This is Matt’s fourthyear doing island research and

Chris’ second. Both are returning inJuly to assist with Sea Camp for thelocal kids. Photo by Sandy Voegeli

Sea turtle, photo by Matt Boyle

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An Open Letter to the Deputy Prime Minister of the BahamasMay 22, 2012Honourable Deputy Prime Minister Davis,

Congratulations on your recent success in the election. We fully sup-port your initiative to create a national land and sea park to managethe pristine marine resources of San Salvador. We, the students ofGeorgia College, recently experienced the pleasure of spending twoweeks studying ecology at the Gerace Research Centre on the beauti-ful island of San Salvador. San Salvador has many unique resourcessome not found anywhere else in the world: conchs, groupers, craw-fish, sea birds, iguanas, turtles, coral reefs, and sharks, to name a few.Unfortunately, all of these unique resources and more are facingthreats. Through the establishment of a land and sea park, existing fishing reg-ulations would be enforced by a park ranger. Despite the excellentfishing regulations of The Bahamas, we found 79 percent of recentlyharvested conchs at one location were juveniles – far below the legalregulations. If conch populations are not managed now, The Bahamasmay face a similar fate as in the Florida Keys. In Florida, conch popu-lations declined and harvesting was banned in 1985. However, theconch population was so depleted that it has yet to recover. By takingproactive measures now, we believe The Bahamas can avoid thisconch tragedy, as well as many other species which face similarthreats. A national land and sea park would not only ensure the survival of theresources which existing tourism now depends, but may also stimulateecotourism in San Salvador and provide sustainability for future gen-erations. The park can be financially supported by selling dive tags tovisitors, students at the Gerace Research Centre, and guests of ClubMed Columbus Isle. After a mere two weeks of selling the 2012 divetags through Club Med, the San Salvador Living Jewels foundation hasraised over $1,500. We believe visitors will gladly support a nationalpark.

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

Respectfully,The Georgia College2012 San Salvador Study Abroad Island EcologyCaroline Potterf, GeologyDevin McGinty, BiologyMegan Barnes, BiologyKristen Humphries, BiologyDavid Hasslinger, Environmental EngineeringAntoinette Nienaber, Biology Brittany Haoui, BiologyMorgan Mahaffey, BiologyJessica Gomez, BiologyTony King, Environmental ScienceChristie Bryan, BiologyCharis Kehrer, BiologySusanna Proctor, BiologyMelissa Johnson, BiologyChris Karafotias, Biology Matthew Boyle, Biology

Response from Deputy Prime Minister:

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

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

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

Yours sincerely,Philip Smith

Follow up from Eric Carey, executive director, Bahamas National Trust:

Dear Mr Smith and DPM

Thank you for your note - this is very encouraging and I look forward to working with youimmediately to move this forward.

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

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

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

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

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

The proposal was submitted early in 2007, and in the five years since, we had numerousmeetings with relevant government agencies to try resolve several issues that were iden-tified in the proposal. The urgency to protect the natural environment of San Salvador iseven more pressing now than when we initially submitted the proposal and I am veryexcited to see this finally moving ahead again.

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

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

Sincerely,Eric Carey

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An Addition to the International Team:

Scott TerryThe International Education Center continues tosupport Georgia College in the development ofintellectual, professional and civic skills and dis-positions that enable graduates to thrive in aninformation-intensive and diverse global society.The International Education Center enjoys thesupport of over two dozen faculty members of theInternational Education Committee comprised offour subcommittees that deal directly with cur-riculum, faculty, international students and study

abroad issues. Since its inception in 1982, the committee continues to playa key role in supporting all international aspects at Georgia College, bothinside and beyond the classroom. Additionally, many other faculty supportinternational programming on campus by teaching on study abroad andincorporating international material into the curriculum.

Georgia College offers more than 200 programs in more than 50 countries aspart of its mission to provide students with high quality international andcross-cultural learning experiences. The diverse mix of destinations and dis-ciplinary foci ensures that there is a program that meets each student’sneed, regardless of their academic, personal or professional objectives. TheInternational Education Center actively supports students throughout theirstudy abroad experience. Students receive one-on-one guidance in choosinga program that fits their needs and in identifying scholarships, as fundingremains the largest barrier to students going abroad.

As Georgia College again prepares to send over 200 students abroad thissummer, the International Education Center welcomes Scott Terry to theteam, as a study abroad adviser. Scott comes to us with a master’s degree inglobalization and educational change from Lehigh University inPennsylvania. He enters higher education possessing a professional back-ground in business, having completed his MBA and undergraduate degree inmanagement. Terry first experienced study abroad during a short-term, highschool exchange program in England. He spent an undergraduate semesterabroad at the University of Newcastle in Australia and during his graduatestudies he participated in a comparative program in Germany and Romania.He has also traveled to several other countries in Europe and the Caribbean.

Terry highlighted his own experience as a first-generation study abroad stu-dent in animating his understanding of self, identity and community. “Theopportunity to explore foreign cultures has allowed for reflection on my ownpersonal beliefs and values,” according to Terry. He is excited to helpGeorgia College students develop their own critical thinking skills throughfield study, research, internships and service opportunities, in addition toacademic coursework abroad. Terry is enthusiastic about advising studentsthrough the entire study abroad process from planning to returning home,noting that “study abroad is not simply just a summer or semester experi-ence. It is a lifelong learning affair that impacts your time on campus andinto the professional arena.”

The Institute of International Education reports that 270,604 U.S. studentsstudied abroad for academic credit in 2009/10 and U.S. student participationin study abroad has more than tripled over the past two decades. With moreleading higher education institutions going global, Georgia College contin-ues to emphasize internationalization as part of its mission. This is evidentfrom the institution’s commitment to providing a firm international founda-tion in the core curriculum, ongoing work with academic departments toestablish international learning outcomes and the addition of an academicInternational Option Degree Designation that can be added to any major.

This year two Georgia College students have been awardedGilman Scholarships for $5,000 each:

• Anna Ellyse Pierce (double major in environmental scienceand Spanish) is scheduled to study in Chile for Fall 2012;

• Savannah Moore (double major in physics and mathematics)is scheduled to study in India for Academic Year 2012-2013.

The Gilman Scholarship Program offers awards for undergrad-uate study abroad and was established by the InternationalAcademic Opportunity Act of 2000. This scholarship providesawards for U.S. undergraduate students who are receivingFederal Pell Grant funding at a two-year or four-year college oruniversity to participate in study abroad programs worldwide.

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

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

notesCAMPUS

In the upper right hand corner of the quilt on the left is a square depicting theparade of international flags during International Day on the Front Campus. Tothe left of that is the graphic image that will be used for the February 4 - 6, 2013Global Citizenship Symposium: Literacy, Learning, and Leading: Education for a21st Century World, Georgia College’s 6th annual symposium.

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International Education Center Mission Statement:The International Education Center of Georgia’sPublic Liberal Arts University promotes interna-tional and cross-cultural learning, as well asrespect for diversity, and helps the Universityproduce graduates who are prepared to accepttheir responsibilities as citizens of the world. Inorder to achieve its mission, the InternationalEducation Center works with faculty membersand students to internationalize both curricularand co-curricular dimensions of the liberal artseducation offered at Georgia College. Its pro-grams on campus and abroad help studentsdevelop the knowledge, attitudes and skills nec-essary to understand and effectively to partici-pate in the global society.

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

Five-Year Goals and Outcomes (2012-2017):Keeping in mind that international and intercul-tural studies are an important part of a GeorgiaCollege liberal arts education, the InternationalEducation Committee and the InternationalEducation Center aspire to achieve the followinggoals by the end of Academic Year 2017. Theyencourage effective communication across cam-pus and collaboration in achieving these goals.They have worked with and encourage the vari-ous academic units to assist Georgia College inreaching them. In all of the goals listed below,the International Education Committee stronglyencourages the study of non-western cultures inaddition to western cultures.

1. CurriculumStrengths: All students required to take threeGlobal Perspectives courses, including the GC2YGlobal Perspectives course required of all sopho-mores. At least 12 majors have incorporatedinternational learning outcomes; InternationalPlan available to all majors; various minors:International Studies, Asian Studies, LatinAmerican and Caribbean Studies, AfricanaStudies; languages offered: French (major),Spanish (major), German, Italian; many depart-ments strongly encourage majors to study abroad.

Weaknesses: Additional majors need to incorpo-rate international learning outcomes; need to

add lesser studied languages, e.g., Arabic,Chinese, Japanese, Portuguese; additionaldepartments need to encourage majors to studyabroad, including capstone.

University-Wide Goals:• The International Education Center will con-tinue to assist the academic units in theirefforts to internationalize the curriculum.

• The departments will incorporate an interna-tional and cross-cultural dimension into asmany of their courses as appropriate, integratestudy abroad into the majors, consider includ-ing study abroad as a senior capstone option,and encourage enrollment in the InternationalPlan and regional certificates and minors asappropriate.

• The International Education Center will workwith the Career Center to assist graduatingseniors with planning overseas employment,internships, graduate study or volunteer serv-ice.

Outcomes:• 60 percent of academic departments willincorporate international learning outcomes.

• The number of students pursuing theInternational Plan will increase from the cur-rent 10 to 20.

• The number of graduating seniors goingabroad to work or study following graduationwill increase from the current 8 to 20.

Resources needed by the International EducationCenter: Supportive administrators, faculty andstaff, as well as incentives for developing addi-tional globally focused courses.

2. Study Abroad, an important componentof CurriculumStrengths: Faculty from many departments andall colleges teach on programs abroad, and theuniversity makes study abroad programs avail-able to its students in virtually every discipline.Many colleges and departments encourage theirstudents to study abroad on summer and semes-ter programs. Currently 20 percent+ of GeorgiaCollege graduating seniors study abroad and thenumber is growing annually.

Weaknesses: All departments need to encouragetheir faculty to teach abroad and their studentsto study abroad. Several other departmentswould benefit from requiring their majors studyabroad.

University-Wide Goals:• Eight percent of the Undergraduate studentsenrolled at Georgia College will go abroadeach year for significant summer or semesterprograms of study, which would be approxi-mately 35 percent of graduating seniors havingstudied abroad.

• Every academic unit will identify appropriatesummer and semester study programs abroadfor their majors and encourage (or require)their students to participate in study abroad.Additional departments will require all majorsto study abroad, offering alternative optionsfor those unable to do so. Students will beencouraged to do a senior capstone abroad.

• Chairs and deans will regularly evaluate theacademic quality and cross-cultural learningcomponent of their departments’ study abroadprograms.

• The International Education Center will assistacademic units in collaborating with UniversitySystem of Georgia institutions in sponsoringstudy abroad programs and will assist individ-ual faculty members in developing their ownprograms, giving special emphasis and priorityto non-western destinations.

Outcomes:• Two additional majors will require studyabroad.

• Every major will offer study programs abroadfor its students.

• 35 percent percent of graduating seniors willhave studied abroad.

Resources needed by the International EducationCenter: In order adequately to assist studentsgoing abroad for study, the university needs toquadruple the current $60,000 that is availablefrom endowments established by generous donors.In addition, study abroad requires supportiveadministrators and staff, as well as faculty todevelop and lead short-term study abroad.

3. FacultyStrengths: Many departments and collegesencourage faculty to list international involve-ment on the Individual Faculty Reports under theappropriate headings of teaching, research andservice. Several departments seek internationaldiversity in their hiring.

Weaknesses: Additional departments and col-leges need to recognize and reward faculty todevelop internationally and to list internationalinvolvement on their Individual Faculty Reports.

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

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University-Wide Goals: • The International Education Center encour-ages departments and colleges to recognize,increase and support international teaching,research and service in their promotion andtenure policies and consider internationalexperience in their hiring criteria.

• The International Education Center will assistwith identifying international teaching,research and service opportunities for faculty.Ten percent of Georgia College faculty will par-ticipate in faculty development, research proj-ects, and teaching abroad each year.

• Academic units will encourage their facultymembers to develop and lead new academical-ly challenging study abroad programs, givingspecial emphasis and priority to non-westerndestinations and academic needs not alreadybeing met.

Outcomes:• 10 percent of Georgia College faculty will par-ticipate in international faculty development,research projects or teaching abroad eachyear.

• All departments will include internationalteaching, research, and service on faculty eval-uations, not necessarily as a separate category.

• At least two departments will have establishedon-going faculty exchanges with partner uni-versities.

Resources needed by the International EducationCenter: Three studio apartments for visitinginternational faculty doing research or teachingat Georgia College, as well as faculty interestedin participating in exchange.

4. Partner UniversitiesStrengths: Georgia College has approximatelytwo dozen partner universities worldwide, manyexchange students, some exchange faculty andothers share research. Two have joined GC facul-ty in collaborative video conferenced classes.

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

University-Wide Goals:• GC will expand its international relationshipsto include at least 35 active exchange partnersthat provide the university with a worldwidenetwork representative of all world regionsand a classroom that is the world.

• GC will increase the number of faculty andstudents going abroad on exchange andincrease the number of both coming to GC.

Outcomes:• Initiate exchange partnerships with universi-ties in China, New Zealand, sub-Saharan Africaand Vietnam.

• The number of actual exchange partners willincrease to 35.

• Each college will have at least one facultyexchange each year.

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

Resources needed by the International EducationCenter: Three studio apartments for visiting international faculty doing research orteaching at Georgia College.

5. International StudentsStrengths: Georgia College is fortunate to haveapproximately 100 international degree-seekingand exchange students from many corners of theworld, who bring their diversity and share theircultures both in class and outside. The number ofinbound exchange students has been graduallyincreasing each year, as the number of outboundexchange students also increases. Exchange anddegree-seeking international students share theircountries and cultures in the public schools andon campus and sponsor excellent InternationalDay and International Week programs. TheInternational Education Center offers excellentcross-cultural and visa counseling through itsexcellent staff, American Language and Cultureclass, and Connections program.

Weaknesses: The number of degree-seeking stu-dents has been dropping gradually over the pasthalf dozen years due to the increased cost ofattending Georgia College and the lack of arecruitment budget to tell the world aboutGeorgia’s Public Liberal Arts University. In addi-tion, Georgia College has few scholarships target-ed at international students.

University-Wide Goals:• Every academic unit will identify programsthat are especially attractive to internationalstudents and assist International Admissionsin its recruitment efforts by developing flyers,underwriting advertisements and assistingwith mailings.

• Every academic unit will work to encouragethe retention and success of its internationalstudents.

• Every academic unit will encourage and makeopportunities available for international stu-dents to share their international experiencesin the classroom and in co-curricular activi-ties.

• The International Education Center will con-tinue to improve its services to internationalstudents, thereby retaining them to graduationand securing their support in future recruit-ment efforts.

Outcomes:• Three percent of the degree-seeking andexchange students enrolled at GC will be inter-national.

• Two percent of undergraduate and graduatestudent graduates will be international.

• International students will make a dozen pre-sentations each year at schools or for civicorganizations.

• At least five international students will makepresentations at the annual Student ResearchConference or other academic conferences.

Resources needed by the International EducationCenter: $70,000 recruitment budget to publishand mail appropriate brochures and flyers, toparticipate in recruitment fairs abroad and toadvertise in print and electronic media. • In addition, in order adequately to assist finan-cially needy and academically good interna-tional students, the university needs at least toquadruple the current $3,000 that is availablefrom University Advancement for internationalstudents so that scholarships can be offered tonew freshmen.

• When the number of international students atGC grows, the International Education Centermay need additional staff.

6. Co-Curricular ProgrammingStrengths: The International Education Centercollaborates broadly across campus withInternational Club and other programmingincluding the Global Citizenship Symposium,First Friday Foreign Films, etc.

Weaknesses: Student organizations and resi-dence halls need to increase their internationalawareness and programming.

University-Wide Goals: Student participation inco-curricular international programs will contin-ue to increase.• The International Education Center will con-tinue to collaborate with departments and pro-grams across campus on a variety of interna-tional programs, including Global CitizenshipSymposium, film series, etc.

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

Outcomes:• Increase by 50 percent the number of stu-dents participating in the Global CitizenshipSymposium, First Friday Foreign Films,International Day and Opportunities AbroadFair.

Resources needed by the International EducationCenter: Supportive administrators, faculty andstaff, which means good support from bothUniversity Communications and UniversityAdvancement.

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Danish Citizens often hear the politiciansarguing that the Danish health care systemis one of the best and most efficient in theworld, but holding that position also takesa high price. According to the international

auditing firm KPMG, Denmark is currently the countrywith the highest income tax rate on personal income withan average of 55.4 percent (KPMG, 2010). In fact, somemillionaires in Denmark pay up to 73 percent in personalincome tax, and a large part of that money goes directlyto the ‘free’ Danish health care system (except dentalcare if you are above 18 years of age).

The interesting question is how more than 90% of theDanes can claim that they are fully satisfied with theDanish Health care system, when they have to give morethan half their paycheck to the Danish government eachyear even though they might be perfectly healthy and donot need to use the free health care services?

In order to find an explanation to this paradox, the reportwill first clarify how the Danish health care system works.Secondly, it will compare the Danish system to theAmerican system and discuss how the American healthcare system can be the most expensive in the world andmore than twice as expensive as the Danish system percapita.

The Danish health care system is 100 percent ‘free’ for allDanish citizens. However, using the word free might beslightly misleading. The reason why it is possible to callthe system ‘free’ is because the Danes will never have topay a bill for going to the hospital or to see their doctor.The system is fully funded through taxes, which then, ofcourse, means that the income tax is higher than in acountry like America, because the system there is fundedby the people who need the services or their health careinsurance, which usually is provided by employers, and inmany cases, only 50 percent of the costs are covered.

In order to be more precise, the Danish form of govern-ment is centralized as far as lawmaking, etc., but when itcomes to health care, the system is decentralized.Denmark is divided into five regions and 98 municipali-ties. Each region covers several municipalities. Only themunicipalities are considered local authorities. The rulesconcerning regional government are written in theRegional Government Act. The local government act con-tains the same rules for all municipalities. Each regionfully controls its own hospitals and the municipalitieshave local medical centers where people are able to visittheir doctors. Each year, the five regions are providedwith a certain amount of money from the Danish govern-ment that is meant to cover all the health care serviceseach region has. However, the government does not inter-vene with the way each region spends the money, but if

the regions continuously overspend the funds from thegovernment, they will most likely be sanctioned and putunder public administration until they are able to controltheir funds again. Whether one needs to see the doctorfor a routine checkup, have minor as well as major sur-gery in the hospital or even need some essential cosmeticprocedures, he/she will never have to pay anything. Infact, there is a law saying that a person has the right touse a private hospital or travel to another country withfull economic coverage if the waiting list is too long in thepublic hospitals. This system essentially means thatDanes have an incredible health care safety net thatensures quick and effective treatment for any medicaldisease they might have or get.

Having a system like the one described, essentially meansthat it is a very good business for the Danish governmentto have people stay healthy in order to spend the leastamount of money on health care each year. This is alsothe reason why buying unhealthy products such asjunk/fast food, candy, soda, ice cream and tobacco is soexpensive. In 2009 the Danish government implementedan additional so-called ‘fat & sugar tax’, which meant thatall products with a high percentage of fat and sugarbecame even more expensive than they already were. Asexamples, the price of candy, chocolate and ice creamincreased by 25 percent, the price of sodas with addedsugars was increased by 26 percent, and meanwhile theprice of light sodas was decreased by 37 percent in orderto encourage people to choose sodas without sugar.

When examining the American health care system, onecan argue that it is much more individualistically orient-ed than the Danish. Because life expectancy is increasingevery year in America, more retired people are entitledboth to payment of social security and to medical care,under the Medicare program. The elderly alreadyaccount for 40 percent of the use of short-stay hospitals,and expenditures for Medicare are increasing more than$40 billion annually. These programs are great threatsthat overwhelm the federal budget in the long run. InAmerica, no comprehensive medical program protectseach citizen, as is the case in Denmark and other pros-perous European countries. As mentioned earlier, manyAmericans get medical insurance through their employ-er, who usually pays about half the cost. In 2005,Americans spent $6,270 per capita on health care eachyear. America spends 13 percent of their gross nationalproduct each year to pay for medical care, and yet one inseven people is not covered by an insurance program. Themost serious problem might come from the high cost ofmalpractice suits, or lawsuits brought by patients, whichresults in damage payments of millions of dollars. In aDenver Post dated Sept. 3, 2009, Health Care inDenmark, Christopher Rosenmeier criticizes theAmerican system for being too wasteful. He argues that

the major problem in the American system is that it is tooprofit-oriented. There are medical insurance companiesand lawyers working for profit and also an enormousamount of paperwork combined with using the healthcare system, which ultimately increases the final pricefor the patients.

Seen from a Danish perspective, the American systemappears to be very individualistic. It is not citizenshipthat entitles Americans to medical care, but rather hav-ing a good job with the right benefits. When comparingthe American and the Danish system, one can claim thatthe two systems perfectly reflect both cultures as the waythey are constructed socially. In Denmark, they have cho-sen to have a system that is based on the saying, “thebroadest shoulders should carry the heaviest burden.”This is a system where, even though a person is not sick,he/she still wishes to contribute to the weakest parts ofsociety in order to have a well functioning country withthe least poverty and most equality possible. With func-tioning welfare and healthy people, one can say that thecountry ultimately gets richer and more equal, becausemore people are capable of contributing both economi-cally as well as socially to society. The Danish people liketo have a social security net and feel that they are livingin a well functioning country that ensures the weakest agood living. One can argue that these are the main rea-sons that the Danes accept to pay more than half theirsalary in taxes.

In America, the philosophy seems to be more like the say-ing, “every man is the architect of his own fortune.”Roughly said, this saying can be interpreted as each indi-vidual only pays for the things he/she needs, and everyman is for himself in terms of social welfare and healthcare benefits. When looking at the differences betweenthe two countries from another angle, it appears that it isa very good business for a lot of American businesses tokeep Americans unhealthy, because of the way the sys-tem is constructed. Medical companies, law firms, fastfood chains, doctors, hospitals etc. are all examples ofcompanies ultimately benefitting from unhealthy people.On the contrary, in Denmark, it is a very good business tokeep people staying healthy, because the people financethe system collectively in order to get the services ascheap and efficient as possible.

There is not a right or a wrong way for a country to con-struct a health care system. It is all a matter of how muchmoney the people can accept to pay overall based on thecultural norms and the majority people’s way of thinking,whether this way is either socially or individually orient-ed. A good argument for changing the American system isthat it is more than twice as expensive as the Danish, buta socially constructed health care system might still betoo un-American.

The Danish Health Care System Compared to the American– Mathias Walther, Exchange Student from Denmark

The following is excerpted from a paper submitted for ESLG 1001 anddemonstrates the value of having international students with diverseperspectives in the classroom.

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With the stroke of the finger Georgia College senior Spenser Norrisbegins the morning lessons teaching the days of the week, vocab-ulary words and problem-solving skills. She incorporates graphics,videos and illustrations into classroom lessons using interactiveSMART board technology to engage her third and fourth grade stu-dents.

“It’s a challenge to keep their attention,” the special educationmajor said. “However, I’ve developed patience and learned variousteaching techniques to keep them interested in the lessons and tohelp them grasp the concepts.”

Norris student teaches at Georgia Network for Educational andTherapeutic Support (GNETS) of Oconee in Milledgeville. Theschool provides special education services and therapeutic sup-port to students with autism and those students with severe emo-tional and behavioral disorders. With the guidance of educatorsfrom Georgia College’s John H. Lounsbury College of Education,Norris applies her classroom lessons within the public school set-ting.

“Our students are trained to handle small-group instruction andcontrol classroom situations using engaging resources like laptopsand SMART boards,” said Dr. Rebecca McMullen, Georgia Collegeassociate professor of special education. “Through this real-worldexperience our special education majors become effective, inclu-sive teachers who can connect to students on different learninglevels.”

McMullen observes and critiques her students while they teach insurrounding communities. She also prepares them for teachingexperiences abroad. Norris and senior classmates Amanda Slack,Sara Taylor and Sara Landers, who study within McMullen’s spe-cial education cohort, traveled to London’s Queensmill School ear-lier this semester to gain international experience in special edu-cation. Queensmill School specializes in educating children diag-nosed with autism. Dr. Craig Smith, chair of special education and

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

“This year was the first time we placed senior special educationmajors there for their student-teaching internship,” said Smith.“Queensmill School is designated a Center of Excellence forAutism Education in the United Kingdom. “The techniques andmethods our students observed and participated in at the schoolbroadened their repertoire of teaching skills and enhanced theirexposure to a model program for autistic children.” The College ofEducation also has provided students with study abroad opportu-nities in Belize and Sweden.

During Slack’s three-week trip to Queensmill, she learned aboutdifferent strategies, technology and equipment to accommodateautistic students. “The best advice I got is to stay flexible,” Slacksaid. “Things change in education, and your day can change in asecond. You have to adjust and continue giving your students theeducation they need and deserve.”

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

As graduation approaches the special education majors continueto integrate their international lessons into local classrooms. TheCollege of Education graduates approximately 38 special educa-tion majors annually. Preparing for graduation, Norris balancesher coursework and student teaching at GNETS. For a service-learning project Norris helps her students create and maintain acompost pile in preparation for planting a flower garden. “Theproject is a great way for them to get their hands dirty,” saidNorris. “It also allows them to reuse school resources constructive-ly. “They are learning about the process while having fun.”

Study Abroad TeachesTeachers New Techniques– Candace Morrow, University Communications

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

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

While I was there, I got to see countless museums and go to thefamous sites that I had only ever seen in textbooks and post-cards. Most of my studies were devoted to ancient Greek cultmedicine. Since I am a nursing major, I was really excited to goback to the roots of medicine and see where it all originated. Igot to learn about how they practiced medicine and the thingsthat they believed. I even got to visit a temple where peopleused to go to see a “healer.” Being in Greece, I got a betterunderstanding of how much the Greeks really influenced ourpractice of medicine today.

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

Meeting people from a different culture makes you view yourown culture very differently. Their whole culture is very differ-ent from ours. The way that the Greeks live is so much simplerand less extravagant than the way that we live here in theUnited States. Studying abroad really helped me grow as a per-son. I really “found myself” and made some really great friends.I think being immersed in a culture with a group of people real-ly brings you close and makes enduring friendships.

Studying abroad opened my eyes and changed my perceptionsof different parts of the world and how truly beautiful and won-derful other places can be. My trip made me want to visit eachand every part of the world to learn about their cultures andvalues. It made me want to expand my horizons and be morewell rounded. It also helped in my decision to pursue being atravelling nurse when I graduate.

I would recommend studying abroad to each and every personin college. Studying abroad gives you opportunities you mightnot otherwise ever have and I believe people should takeadvantage of that. You gain a better understanding of yourselfand of different people from around the world all while gettingan education.

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

High school students from TheBritish School in Quito, Ecuadorrecently visited Georgia College. It’s not often that a group of prospective students from abroad visit the campus priorto applying. Their college counselor is Jason Mizell from Georgia who accompaniedthem. Hopefully some will return in another year or two to study.

British School in Quito

British School students with the famous green towel

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

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Evidence-Based Health Care in the Philippines

Study Abroad Alumna ReceivesStudent Fulbright ScholarshipPsychology alumna and Honors graduate Lisa Baer, who spent fall semester2010 on exchange at the University of Pécs in Hungary, has been awarded aFulbright English Teaching Assistantship to teach English to Mongolian stu-dents during the upcoming academic year. “My initial reaction was to laughand then cry with happiness,” said Baer. “I couldn’t sleep for hours. Receivinga Fulbright award is one of the hardest things to accomplish.”

The Fulbright Program, sponsored by the U.S. Department of State’s Bureauof Educational and Cultural Affairs, awards approximately 8,000 grants annu-ally. Its U.S. Scholar Program sends approximately 1,100 American scholarsand professionals per year to roughly 125 countries. Scholars gain experiencein lecture and research skills from a variety of academic and professionalfields.

Baer studied psychology because she enjoys research and the scientificprocess that goes into learning about something as unique as humans. Afterearning her bachelor’s degree, Baer moved to China to teach English. “Thisassistantship in Mongolia includes an independent research interest,” Baerindicated. “My research interest is a study on ‘Family and Cross-CulturalValues,’ which includes Hungarians, Italians, Americans and soonMongolians.”

While advancing her research, Baer will work in a university setting to helpstudents learn the English language. “I hope to gain a better cultural under-standing of Mongolians while providing them with a clearer view of Americancultures and traditions,” she said. “I want to learn their language, customsand traditions while having an amazing time.”

In summer 2013 the College of Health Sciences willoffer a study program in the Philippines led by Dr.Flor Culpa-Bondal, professor of nursing and coordina-tor of the registered nurse – Bachelor of Science inNursing program. Schools in the small islandprovince of Bohol in the central Philippines will hostthe program. Bohol is roughly five times the size ofBaldwin County, but one of the larger islands in anarchipelago of more than 7,000 islands that comprisethe Philippines.

Located in Southeast Asia, the Philippines is bor-dered by the China Sea and the Pacific Ocean. Bohol,being in the center of other islands, is mostly shel-tered from high winds and hurricanes which makes itperfect for beach lovers and adventurers.Adventurers love trekking the Chocolate Hills whichis a site of more than 1,000 individual almost symmetrical cone-shapedmounds in the heart of Bohol. These hills are grass-covered limestone; thegrass dies during summer, hence the name Chocolate Hills.

The Philippines is divided into three maingeographical divisions: Luzon, Visayas, andMindanao. Its main language is Pilipino(Tagalog) but Filipinos speak 72 differentdialects depending on the region and island.Boholanos, as part of the Visayas region,speaks Visayan. Most Filipinos, however, canunderstand and speak English. The Filipinoculture is a mix of Indo-Chinese andSpanish. Having been colonized for morethan three centuries by Spain, Filipino waysare highly influenced by the Spanish culture,including food, traditions and religion.

The study abroad program in summer 2013will focus on evidence-based health care andculture. The shift in the health care system

which calls for more scientific evidence to support health care practicesneeds to be examined in the light of the different cultural factors that influ-ence the provision of care.

Chocolate Hills on Bohol Island

Alumna Lisa Baer teaching English in China

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Georgia College is Charming- Dr. Adam Novotny, Professor of Economics from Eszterhazy Karoly College in Hungary

“Georgia College is charming, like a jewel box, located in a beautifulcollege town with a friendly and cozy campus,” remarks Dr. AdamNovotny, reflecting on his semester at the university. “It has a nicerelaxed feeling especially when the weather is nice, which is most ofthe time.” Novotny joined Georgia College as a visiting professor ineconomics for the 2012 spring semester from GC’s partner university,Eszterhazy Karoly College in Hungary.

During his four months in Georgia, Novotny stayed busy and experi-enced many aspects of the campus and culture. He had the opportu-nity to view the campus through the eyes of a professor as well as astudent, choosing to spend the first half of his stay in a house with acolleague further away from campus, and the second half living nearcampus close to students. He took full advantage of all of the campusfacilities, in particular GC’s brand new state-of-the-art Wellness andRecreation Center, as well as the MAX dining facility where heenjoyed sharing meals with students and colleagues.

Watching Novotny interact with his students, one could quickly tellhow they respected him and learned from his wealth of experienceand perspective. In comparing his students and classes in Hungary tothose in Georgia, Novotny noted that the classes are much more inten-sive in Georgia, as classes meet more often and more homework isassigned, which he thinks can be quite effective. He noted that stu-dents are basically the same everywhere, but those in the U.S. tend toneed and demand more help, whereas in Europe students tend to bemore independent. He appreciated that many students asked ques-tions during his office hours, and he also particularly enjoyed hisclasses that had many international students enrolled because discus-sions were much more open and diverse.

Novotny observed that one of the biggest differences in Hungary andthe U.S. is space. In Europe, space is much more limited, and severalfaculty have to share office space at Eszterhazy, whereas at GeorgiaCollege, faculty have their own individual offices and there is room tobuild and expand. The other big difference and challenge is trans-portation, as visiting international faculty and students are alwayssurprised to learn that public transportation is quite limited com-pared to their home countries. Fortunately, Novotny was able to bor-row a car through contacts in a Hungarian club in Atlanta, which pro-vided him the freedom to travel. An avid tennis fan, he had the oppor-tunity to go to a major tennis tournament in Miami and see the world’stop players. He also visited Key West, Atlanta and Savannah during hisstay.

There are numerous opportunities for continued exchange of studentsand faculty with Eszterhazy. A similar size institution, EszterhazyKaroly is also located in a beautiful historic town, the town of Eger.Eszterhazy has a long history and was founded in 1774 before theUnited States was even formed, as Novotny is quick to point out. Manyof the subjects such as economics, political science and communica-tions at the Eger campus are taught in English. Dr. Novotny hopesGeorgia College students and faculty will take advantage of all thatEszterhazy Karoly has to offer and looks forward to welcoming hisGeorgia friends to his campus in future semesters.

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

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

Dr. Novotny with International Club students on Tybee Island

Dr. Novotny in Savannah

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27th International Dinner

Serving line

Dinner guests

Bone House

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

Moving On The International Education Center is on the move, both literally and fig-uratively. This winter saw the center move from Lanier Hall to the Bone Houseat 141 South Clarke Street and the International Education Committee hasupdated its Strategic Plan, which is described elsewhere in this newsletter. Built in 1903 the Bone House was bought and donated to Georgia Collegein 1972 by Frank Bone, founder of the very successful Bone Brick Company inhonor of his wife, William Thomas Bone. The Bones never lived in the house.Initially, the Bone House became home to the Alumni House and in 1981 itbecame for many years the headquarters of University Communications. Forseveral years prior to welcoming the International Education Center it housedthe Center for Student Success. The house was built in 1903 by H. Stewart Wooten, a Milledgeville entre-preneur, whose father operated a well-known stationery/book store in earlytwentieth century Milledgeville. The most notable person to live in the housewas Katherine Wilkinson Wooten, his wife, who, in 1917, came from ColumbiaTeachers College in New York City to teach at the Georgia Normal andIndustrial College. Although the Bones never lived in the house, Mrs. Bone’s portrait hangsin the front hallway of the house watching (kindly) the every move of visitorsas they come and go. Dr. Bob Wilson, professor of history and the university his-torian recounts the many, many hours in 1988-1989 that he spent in an upstairsroom writing the update to Georgia College’s history. Frank and William Thomas Bone were ahead of their time. Mr. Boneexpressed pleasure that “The school is showing interest in the racial questionsand problems of the day.” In 1935 he and his wife joined former President GuyHerbert Wells and his wife in providing transportation for leaders of the stu-dent Young Women’s Christian Association to Fort Valley Normal and IndustrialSchool, the black college nearest Milledgeville, where their visit provoked Mrs.J. E. Andrews, head of the Women’s National Association for the Preservationof the White Race, and nearly brought the removal of President Wells. People ask about ghost stories related to the Bone House. InternationalEducation staff members haven’t yet heard ghost stories nor had any encoun-ters, but they’re waiting.

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

Kuala Lumpur, Malaysia Shanghai, China skyline during the day

Forbidden City, Beijing, China

Great Wall, China

Beach on Langkawi Island, Malaysia. Note the large letters “GCSU” outlined inthe sand.

Shanghai, China skyline at night

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from our alumni around the worldWe look forward to hearing from former international andstudy abroad students and always welcome emails letting usknow what you’re doing. We value and need your assistance inrecruiting good students from around the world to study atGeorgia College.

Despite being separated by vast distances and time, alumnifrom all corners of the globe stay connected by the strongbonds they formed at Georgia College. Find out what yourGeorgia College international friends are doing by joining ourFacebook group at GCSU International Education Alumni. Allformer international and study abroad students and membersof the International Club and their friends are welcome!

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

Maik Henneberg is currently working for Bosch in Changsha,China, and Matthias Jacob has an internship withVolkswagen in Beijing. Kadmiel Kumar and his wife haveadded another member to their family last year in April, a boynamed Jashn, which means celebration in Hindi. AltheaMumelo has an internship at a local bank in Nairobi and istaking evening courses at Strathmore University in prepara-tion for getting certified as a chartered accountant. She’senjoyed being back home with her family and reconnectingwith old friends.

Rishwa Patel married Mehul Patel in California inNovember. Mehul is originally from the United Kingdom andcompleted an MBA with aspirations to work in the airline, air-port and aviation industry. They will still have the big tradi-tional Indian wedding in June next year. Buchi Rapu andIvan Hodge will get married on June 17. Alejandro Relanzonis working for Oracle. Faraidoon Shariq has returned toAfghanistan and is working for the Ministry of Economy. InShanghai, Johnny Wang is getting more involved in the car-pet business, import and export, manufacturing, and logis-tics.

News

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

Mehul and Rishwa Patel

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PLEDGE FORMTHE GLOBAL SCHOLARS FUND FOR INTERNATIONAL EDUCATION

Assisting outstanding and financially needy international and study abroad students at GC

� ENCLOSED IS MY CHECK in the amount of $ __________, payable to the GC Foundation to Global Scholars Fund.

� PLEASE CHARGE MY GIFT OF $ ___________ to my : � Visa � MasterCardCard #: ________________________________________ Expiration Date: __________

Name: ______________________________________________________________________________Address: ____________________________________________________________________________Phone: _______________________________ Email: _______________________________________

Return Pledge Form to: International Education Center, Campus Box 049, Milledgeville, GA 31061NOTE: GC employees may give through payroll deduction.

Contact University Advancement to request a payroll deduction form and designate Fund #296.All gifts to the GC Foundation are tax deductible to the fullest extent of the law.

�

InternationalDinner

International Dinner dancers, Jacobo Aymerich Bringasfrom Mexico and Claudia Ramirez from Colombia

International Dinner fashion show

TERRA NOSTRA

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