May 16, 2012

Heller School “Tuesday Talks” Lecture Series Presents: Global Health Spending: Learning to Do More With Less

Global Health Feat

Professor Allyala Krishna Nandakumar

Last week, Professor Allyala Krishna Nandakumar presented a lecture titled, “Global Health Spending: Learning to Do More with Less. ” The lecture was one of a series known as “Tuesday Talks,” a lecture series held by the Heller School for Social Policy and Management. The lecture room was fully attended by faculty, staff,  students, and alumni who came to hear Nandakumar explain the problems with our global health spending, namely, that we need to spend the funds we have more efficiently.

The world spends about 5 trillion on health a year. While this enormous amount has only increased over the past decade, the rate of morbidity and mortality has not decreased at the rate one would expect if such funds and technology are available. For instance, since 1990, annual child mortality decreased by 30%. Yet still, 8.8 million children died in 2008. This unfortunate disparity, according to a World Bank  assessment, is the result of poorly managed projects and an inefficient allocation of funds. Moreover, many of these projects share similar characteristics: negligible monitoring and evaluation, inadequate supervision, lack of baseline data for which to set realistic targets, and insufficient political or institutional analysis to name a few.

To complicate matters, the majority of donor funds go to Third World countries where corrupt governments misuse them.  Since 2008, however, the majority of donations have been channeled through NGO’s or non-governmental organizations in order to offset the rampant corruption.

Another complication is that low-come countries are often dependent on donor funds from high-income countries. This dependency is very dangerous for a state since donor funds are volatile and therefore unsustainable. This is especially disconcerting because many low-income states substitute donor funding as the sole means for government health spending.  This dependency is also harmful because states receiving funds are not allowed to decide how to allocate funds: much of global health spending is “disease specific” in that donors typically donate for a specific cause such as HIV AIDS or malaria, and thus states who receive funds may not even be able to use them.

Another issue with global health spending is the unequal distribution of donors. Low-income countries, which compose 85% of the world’s population, only contribute 14.3% share of global health funds. Meanwhile, high-income countries, which compose 15% of the world’s population, contribute 82% of the global health spending. For instance, Ethiopia spends less than $10 per person on health; the US, nearly $7,300.  This places a burden on high-income countries such as the United States, to sustain the health programs of other countries. Surprisingly, while the United States is the leader in global health funding, the second largest source of funding comes not from a country but from the Bill and Melinda Gates Foundation. Where are countries like Britain, France, and Germany? This interesting fact shows that other high-income states aren’t pulling enough weight.

Evidently, there are many problems with our global health spending. It goes without saying that millions of people shouldn’t have to die every year from diseases that could have been cured or treated but weren’t due to rampant corruption and a host of problems in our global health spending. We have the funds, we just need to allocate them more efficiently. To remedy these problems, we can employ numerous measures: increase accountability and transparency of governments to combat corruption, ensure that funds reach beneficiaries directly to avoid waste, empower individuals with health vouchers, and reform the health care system. Only then can we prevent needless death and disease. For more information on global health spending, visit the World Health Organization online.

 

Global Brandeis Profile: Sarah Van Buren ’13

vanburen2

Sarah van Buren '13

Major/Minor: International and Global Studies and Biology major, Peace and Coexistence Studies and Women and Gender Studies minor

Year of Graduation: 2013

Hometown: Tokyo, Japan, but lived in eight countries including the United States

Previous Education: Hong Kong International School, Hong Kong and George Mason High School, Falls Church, VA

Clubs/Organizations:  Students Crossing Boundaries, Community Advisor, Sorensen Fellow, Lerman-Neubauer Fellow

“I have three passports: Japan, America, and Diplomatic. And the passports are kind of a metaphor for me: every single place I go, every single person I meet, they put like a stamp on me, and it imprints and develops how I am. That’s how everybody is: the people you meet, the events that you encounter, the time that you spend in any place definitely influences you.  Mine are just very obviously documented in my passports.”

Sarah Van Buren seems as comfortable traveling halfway around the world to live in a completely foreign country as sitting on a couch planning her next hall meeting. Her passions for women’s health and international and global studies combined this past summer in her Sorensen Fellowship at the Wildflower Home in Chiang Mai, Thailand, which provides safe shelter, health services, and education to mothers in crisis.

Most of the mothers at the home come from backgrounds of either the hill tribes or sex work. The primary hill tribes from which the women belong are Lahu, Hmong, and Akha, and due to the lack of rights of in Thailand many are not well educated and cannot get jobs. The high conservativeness of the hill tribes exacerbates the women’s situation, for if a girl gets pregnant for whatever reason – unprotected sex with her boyfriend, rape, or being pressured by her family to have sex with an important elder – she will be expelled from the tribe. In cases of sex workers, brothel owners find out the girls are pregnant, and because they are no longer of any use to them expel them, and they end up at places like the Wildflower Home. Most mothers were younger than 25 years of age, many in their early to mid-teens.

Sarah spent most of her time teaching the children: ages 2 through 15 were the same room since the lack of rights meant that hill tribe children do not have access to education.  She taught them English, math, science, and art, as well as English to the mothers and working in the communal gardens.

She describes how the biggest culture shock was getting used to life on a farm, for the home focuses on being fairly self-sufficient by growing many of their own vegetables and raising some animals. Sarah relayed many stories of her adventures with animals in the area, particularly a cat named Agnes who set up residence in Sarah’s room, and the fact that, as she relayed proudly, “I ate a bug. I ate two bugs, a cockroach and a cricket. Nope [they weren’t cooked.] They were dead.” Although she was a fan of the cricket (except for its legs) she described the cockroach as more earthy, and not as good.

Wildlife adventures aside, she says that “one thing that I wasn’t expecting is that people assumed I was Thai, which was very weird. I was not expecting that, and when I say that to people here they are very skeptical, like ‘you wish’.” On the one hand she was extremely flattered, and thrilled to be getting the real Thai experience, but on the other hand she was unfortunately exposed to the other side of being a Thai woman. Although western men had implicitly indicated their interest in propositioning her occasionally throughout the summer, it was not until the last day that it was explicit.

As she was walking down the road in Chiang Mai, a man on a motorcycle stopped, “and he seemed very nervous, so I thought he needed to find the hospital or something.  He asked me, ‘are you available?’ and I responded, ‘what?’, and he replied ‘can you come back to my hotel room with me?’  It took me a long time to piece all the things together, and he just got off his motorcycle and started to try to touch me.  I remember this one moment when I said ‘no, I’m an American.’ And he just went ‘oh! You’re an American!’ and got on his motorcycle and sped away.”

It is a credit to the type of person Sarah is that she does not focus on the fact that this had to happen to her, as most would, but rather on her response and the notions of privilege and identity arising from it. She is frustrated that she only has “just to say I’m an American, and everything is resolved immediately, whereas I think back to some of the women at the Wildflower Home, and this is the instance where they got raped … This was the moment in their lives that defined them, whereas I could get out of it easily.”

Her reflexiveness, respect for others, and refusal to use her privilege to her own ends is reflected in her reaction to an American Hmong woman who visited the Wildflower Home. Because the woman spoke Hmong, she was in a better position to communicate with the women, and took the opportunity to ask them why they were at the home, which from the beginning volunteers were taught to not ask for reasons of privacy and healing.

From the beginning of her time at the Wildflower Home, in fact, it was clear that a great deal of sensitivity was necessary when approaching the topic, and knowing what not to say, “in an icebreaker situation [in the United States] you ask someone where they come from and where they grew up, but that’s definitely not something that’s okay to ask [here], because some of these women come from very difficult pasts and they’re here to rehabilitate from those pasts.”  Sarah said that she could always get “little glimpses of where they were coming from,” but she “didn’t try to finagle a way to find out peoples’ stories,” again reflective of the respectful and caring person she is.

This difficulty approaching their pasts also affected her ability to research and create the type of sexual health education programs she hoped to start. Because of the nature of the women’s backgrounds involving either the sex trade or some sort of traumatic experience, she was unable to teach any classes about STDs or sexual health. She was able to teach a class on breast cancer awareness, and was particularly pleased to be the recipient of a Rapaporte grant to buy materials for the class, including a silicon breast modeling the different stages of breast cancer to help teach women how to do self exams. She describes the confusion of the women at the breast, culminating in them asking her “Whose breast is that? Is it yours?” but says that once the confusion cleared up all laughed about it, and that the class was overall a great success.

Coming back to Brandeis and reflecting on her experiences with the Sorensen class is different than most return trips, she says. She describes the experience as, overall, “very introspective on my self, my privilege, how I came to be. So that was definitely not something I was expecting.” All of her thoughts seem tinted with this introspection, even her short breaks from the home, when she was able to go to Chiang Mai on the weekends. She says these breaks were extremely helpful and necessary because “there were weeks that were just so trying, and I feel guilty saying it because I had the chance to escape. It was a day and a half, or a day, but I got a chance to escape, take a breather, and come back really refreshed, whereas the women who live there, that was their life.”

This introspection carries through to her thoughts about what many people asked her upon her return: was it life changing? Her response, quintessentially Sarah van Buren in realism and idealism: “everything I wanted to do with my life is still the same. Nothing has changed in terms of my goals, or who I am really, but it’s made me much more aware of how I impact my society rather than how my society impacts me.”

IBS Alumni Spotlight: Yuki Hasegawa MA ’10

yuki2

This profile is reposted, by permission, from the International Business School.  Click here to read the original profile.

Going Global with Goldman Sachs: Investing in Human Resources

Degree/Year of Graduation: Master of Arts in International Economics and Finance, 2010

Current employment: Human Capital Management Analyst, Goldman Sachs

Previous experience: Barclays Capital, McLagan Partners, Clean Water Action

Yuki Hasegawa MA ’10, a human resources analyst at Goldman Sachs, helps manage training and development programs for the investment bank’s most important asset: its talent. “I’m someone who really believes in finding an individual’s potential,” said Hasegawa, who is originally from Yokohama, Japan, but also spent his childhood in Zurich, Switzerland. “My team plays a big role in the future success of Goldman Sachs because we have an impact on the talent that’s already here and the talent that we hire.”

His group provides training for a range of the firm’s employees, from entry-level analysts to senior vice presidents. Hasegawa’s team is dedicated to the firm’s legal and internal audit, compliance and human resources divisions. “What I do involves strategic thinking: looking at our budget and our resources, and then coming up with solutions to best develop people’s skills and abilities, and figure out ways to mentor them and give them greater job opportunities,” he said. “It’s a big responsibility because, as Lloyd [CEO of Goldman Sachs] says, ‘our talent is our number one asset.’”

Hasegawa got his first taste of leadership development at Brandeis International Business School. “Just about every class I took entailed group project work of some kind,” he said. “I learned to be nimble and how to interact with, and lead, a team of people who come from very different cultures, backgrounds and perspectives. I learned to identify people’s competencies and determine what leadership style would work best to motivate them. These details are critical to a team’s dynamic.”

“Now that I work for a global company where every day I’m expected to work with people from the U.K., Hong Kong, Japan or India, I really appreciate that I had this experience as a business school student.”

His degree has helped him in other ways, too. For starters, it gave him a shot of confidence and some much-needed exposure to the professional world. Hasegawa, who did his undergraduate studies at Brandeis, entered the Master’s program straight from college. “My first year of business school was really my senior year in college,” he said. “I was taking classes alongside people who have spent a lot of time in the working world, and already had great careers. At first it was intimidating, but the second-year students mentored and challenged me, and then when it was time to graduate, they helped me find a good job.”

The degree also made him conversant in the language of finance. “I have a firm understanding of business, capital markets and macro-economic drivers because of what I learned at Brandeis,” he said.

For now, Hasegawa plans to stay put in New York, but his job may soon involve an overseas posting. “I love my job and I’ve been given a lot of opportunities: I get to work with managing directors and be part of teams that are executing large projects for our firm,” he said. “I was recently asked to go to Hong Kong and Tokyo to manage a program there. I really feel I’m progressing.”

Global Brandeis Profile: Katherine Wong ’13

katherinewong2

Katherine Wong '13 with two kids whom she taught English to in Vietnam during Summer 2010

Major: B.A. in Psychology and East Asian Studies, minor in Business

Year of Graduation: 2013

Hometown: Hong Kong, People’s Republic of China

Previous School: Li Po Chun United World College of Hong Kong

Clubs and Activities: Davis Scholar, Voices of Praise, ICC representative of the Mixed-Heritage Club, member of South East Asian Club, works at the Box Office and at Chum’s, Mentor in Boston with the organization Partner With Disabilities (since spring 2010), Research Assistant at University of Hong Kong, Associate at Children’s Hospital Boston (Communication Enhancement Center)

“I think being a global citizen means to be a friend of the world, to be open to all cultures and different cultural practices. You have to have perceptive. You should think independently, have your own voice and speak up when it’s necessary for justice and for bettering the world.”

From a very young age, Katherine Wong ’13 has had an interest in exploring many different cultures. Originally from Hong Kong, Katherine had the chance to travel abroad early in life, such as on family trips to Japan and language immersion summer programs in Beijing. A mix of cultures characterized her childhood. As she explains, “My upbringing was pretty westernized, but at the same time we preserved Chinese traditions.”

Additionally, Katherine spoke about the many, stark differences between Hong Kong and the rest of China, and how she has always been interested in exploring these disparities. Also, she has had a growing interest in Japan, especially since starting college at Brandeis. She explained how “by learning about Japanese, I can learn about my own culture indirectly.”  As another powerful East Asian country, there are definitely similarities, but there are also many distinctions.

Although Katherine is already abroad for college as an international student, she wishes to study abroad in another country for the academic year 2011-2012. She plans on spending the first semester in London and the second in Tokyo. As she explains, “How I will truly learn about the culture is to go [abroad]. What we learn in school is to give us a heads up, but when you go abroad, you can truly experience the culture.”

Katherine chose to go to Brandeis because she wanted a liberal arts education that would allow her to explore many different fields of interest before deciding on one major. Since coming to Brandeis in the fall of 2009, Katherine has had the chance to discover her identity, taking aspects of U.S. culture that she likes and applying it to her everyday life. One example? The individualistic attitude many Americans have.

Katherine loves the passion that Brandeis students have for exploring other cultures. As she explained, “During Chinese festivals, I’ll bring traditional Chinese food and they’ll be so excited! Brandeis students are open to new cultures and that’s really exciting.”

When she started college, Katherine decided to combine her love of traveling with her wish to help out in places of need. She has done volunteer projects in Vietnam and Iceland with Volunteer for Peace. While in Vietnam, Katherine taught English to school-age children and in Iceland, she volunteered at a homeless shelter. Katherine hopes to do more volunteer work abroad and expressed interest in doing so in India.

At Brandeis, Katherine has been able to explore her interest in psychology. Her passion lies in speech acquisition and development in children. Her interest in foreign languages (she is studying Japanese now) has led to this discovery, as did her internship at Hong Kong University last summer, where she learned about speech development. Her dream is to one day become a speech-language pathologist.

Whether she’s at Brandeis, at home in Hong Kong, teaching English in Vietnam, or interning at a hospital in Boston, Katherine has certainly had the opportunity to explore her interests around the globe. No matter where her life takes her, Katherine will surely make an impact.

For more information about Volunteer for Peace’s international programs, please go to http://www.volunteerforpeace.org.

Modern Traditions: South Korean Visiting Musicians and Open Class

IMG_0090b

The five musicans perform during the "Pathos, Subtleties and Passion" concert

Having been involved with Western forms of music since I was five, the presentation “Pathos, Subtleties and Passion: Korean Contemporary-Traditional Music & Dance” on Friday, March 4 completely surprised me, reminding me of the myriad of opportunities Brandeis students have to be exposed to traditions and practices completely outside of anything we have experienced before. In two parts, an open class and following informal recital, the members of the World Music class and the Brandeis community had the opportunity to learn the sounds and context of Korean music.

Beginning with some background on the current professional music being performed, Dr. Ju-Yong Ha took on the daunting task of acclimating an audience predominantly used to Western music with the completely foreign Korean style. Beginning with the basics, he explained the scale (gyemyeonjo) and instruments of the five musicians: Eunsun Jung plays the gayageum or 12-string zither, Seungmin Cha plays the daegeum or bamboo transverse flute, Yejin Kim sings pansori, Woonjung Sim plays the janggo and buk – South Korean drum and percussion, and Hyosun Kang plays the piri and taepyeongso or reed instrument and horn instrument.

Eunsun Jung plays the gayageum, a 12-string zither.

Three examples of modern Korean music – all derived from folk traditions – were given in the open class, that of sinawi, sanjo, and pansori, all three of which were also performed in the recital along with jeongak music – music of the upper class or the aristocracy. Extremely expressive and wonderfully intricate, each piece was an experience. Particularly impressive was the sinawi, an improvisational form based on Shaman ritual. None of the five musicians had any pre-planned musical directions, they merely took as a starting point the gyemyeonjo scale, listened to one another, and together created an intricate and impressive piece of music.

Towards the end of the class, when demonstrating the operatic style pansori, in which the singer must take on not only all the roles in the narrative but all the descriptive elements as well, Dr. Ha called on Yejin Kim to demonstrate a part from an aria. He asked her to sing as describing the sound of the wind, as describing ghosts, and as describing a bird, and it was truly remarkable how seemingly effortlessly she embodied each of these phenomena. Incredible talent goes into this music, as with any art, and I count myself extremely lucky to have been able to experience it.

For more information about this event, read the Justice review.

The Benefits of an International Campus

emily2

College students are so lucky these days.  There are more and more affordable opportunities to study abroad, and the most affordable of all: have an international experience right here in the U.S. by befriending an international student! That’s what I did. My experiences with international students in my undergrad years changed my life.  They are what led me to pursuing a Master’s degree in International Education and to getting my current position, Department Coordinator of the International Students & Scholars Office (ISSO) at Brandeis.  More significantly, I gained lifelong friendships and I was exposed to other cultures that I had never met before.  This unique experience really fulfilled me.  Before going to college, I had never really met that many people from other countries before.  I grew up near San Diego, but my town was pretty small and I didn’t get out much.  In college, however, there were students from all over the world.

Emily being shown around Korea by her friends, Hyung-Jin and Inae

The first international student I befriended was Yoshi, a Japanese girl.  She is still one of my best friends today, and we had a lot of fun together.  I loved learning about her culture, and she seemed to love interacting with an American.  She was so grateful for the help I gave her with her English, and for me it was no trouble at all.  I probably got more out of our time together than she did, so it was a win-win situation.  After Yoshi went back to Japan, I reached out to some international students that were going to the English school on my campus.  Many of them were only in the states for a semester or two, just to study English, before returning home.  Again, they called me “their angel” for helping them with what I considered to the littlest things. The more time I spent with them the more I realized how many challenges they face studying in another country, and my admiration for them grew.  Two of them actually invited me to go back to Korea with them when they returned home, so I got to do that for a month.  Korea was foreign to me in so many ways, especially the language, and I learned a lot from my friends.  Now I understood why they were so thankful for any small assistance I gave them in America.

After traveling to Korea, I really appreciated even more the difficulties international students face navigating in a foreign country.  I definitely have the travel bug since going to Korea.  After traveling there, I now always want to learn the language, and go to the country of any new person I meet!  I was also so grateful for the chance my friends gave me.

I am so excited for Brandeis students, because they have the same opportunity. There are so many amazing students here to get to know. One way to do so is through ISSO’s Open Doors Host Program. This is a program that matches you with a first-year international student to welcome them as they adjust to Brandeis and U.S. life. There is more information at http://www.brandeis.edu/acserv/isso/host/opendoors/index.html.

My friendships with international students in college led to traveling across the world, meeting and learning from so many interesting people, and feeling like I made a difference in my friends’ lives. I love that I get to continue to do this for a living-I love my job!  I hope to inspire others, so please come visit me any time!

IBS Student Spotlight: Jack Jia MBA ’11

jia_jack_internship2

This profile was originally posted here.

Tony Chang, PhD ’83 (left) and Jack Jia, MBA '11 (right)

Brandeis alum gives IBS student real world business experience


Jack Jia MBA ’11 knew he wanted an internship in China for the summer, but he did not know he would find success with Tony Chang, PhD ’83, a Brandeis alum and loyal supporter.

“We were able to get close quickly because we share a Brandeis bond.”

When Jack Jia MBA ’11 began to look for summer internships last semester he had certain criteria for what he wanted out of the opportunity. He knew he wanted to work for a consumer products company; he knew he wanted an experience at the intersection of sales and product development; and he knew he wanted to be in China.

What he didn’t know then was that the key to his summer success lay in the hands of Brandeis alum and loyal supporter Tony Chang, PhD ’83, chief executive of Hong Kong-based Tech-Link Silicones. Chang founded the Hong Kong-based company, a manufacturer of silicon rubber used in automotive products, appliance parts, and household goods, in 1999. Today, the company has five factories in Mainland China that export products to Europe and North America.

“I had been researching various opportunities for a few months when Elana Givens, head of career services at IBS, told me about a Brandeis alum who was looking for a full-time business development manager in Hong Kong. She suggested I write him a letter, and make a proposal that I intern for him,’” recalls Jia. “A few weeks later, I got an email asking when I could start.”

During the three-month internship, Jia helped the company develop a dashboard holder for a car’s global positioning system (GPS) and other handheld devices. First, he conducted research by speaking with customers to identify a potential market. Next, he worked on a cost analysis to determine a price that would both encourage customers to buy the product and enable Tech-Link to make a decent margin. Finally, he worked with a team of design engineers to create a prototype of the GPS holder to send to customers, and using the customer feedback, he helped make additional modifications to the product. By the end of summer, Jia helped the company land an order from a major US electronics retailer.

“The internship was exactly the kind of professional experience I was looking for: I now have an understanding of Chinese consumer behavior and culture, and the internship gave me a much better perspective on how everything from finance to product design to marketing ties together,” says Jia, who was born in Beijing, but grew up in San Diego.

Jia reported directly to Chang, and says he was an “encouraging and supportive” mentor. “We were able to get close quickly because we share a Brandeis bond,” says Jia. “Giving back to Brandeis is one of Tony’s top priorities, and it left a big impact on me. Brandeis cultivates a culture of giving back–both to society and to the school.”

After graduation, Jia plans to pursue a career in marketing in China. Chang is certain he’ll succeed.

“The opportunity to nurture a new generation of Brandeis business talent was very gratifying for me,” says Chang. “The summer internship allowed Jack to practice the marketing skill he’s learning at IBS, and become more capable both working with customers and colleagues. I am confident that when Jack becomes successful in the world of business, he will remember Brandeis and his internship at Tech-Link.”

Global Brandeis Profile: Ting Zhang ’11

Ting2

Ting Zhang '11

Major: B.A. in Economics and Mathematics

Year of Graduation: 2011

Home Town: Suzhou, China

Previous School: Raffles Junior College, Singapore

Clubs & Activities: Investment Club (2009-2010), Internship with McKinsey’s North American Knowledge Center (Fall 2010), Teaching Assistant (2010), Research Assistant (2008-2010), Internship at Cornerstone Research (Summer 2010)

“Brandeis is a top college in the United States, but you just feel like you can enjoy your life here.  You can have a good balance between your academic work and your life outside school, which I think is great.”

Long before coming to Brandeis, Ting Zhang was determined to explore the world. She said: “at the time I thought that it would be a great experience to go into a new country when you are young, because when you are [that age you] have a higher tendency to accept new things. So I was thinking I should explore new parts of the world.” Inspired by the actions of an older cousin, she took matters into her own hands and applied to the top schools of Singapore.

Sure enough, a scholarship offer came from the Singapore government to help fund her attendance. She recollects, “I didn’t even hesitate. I said ‘yeah, I’m going to go for sure’. It was my parents who were more concerned, like ‘maybe you should wait for a few years’? But I was so determined I just said ‘no: I  want to go to Singapore right now.’”

From then on, she opened the door to a world of possibilities. The concept of going to Brandeis first came up when discussing colleges in the United States with a teacher in Singapore who had studied here. She encouraged Ting to apply, thinking it would be a great match for her academically and personally. This concept became reality with the arrival of an acceptance letter from Brandeis, complete with a Wien Scholarship.

“It’s a very prestigious scholarship. It’s given me many opportunities to know people who have won the scholarship before, and also to know the donor,” Ting remarked. “We had an event [my] freshman year because it was the 50th Anniversary [of the scholarship], and earlier this year we went to New York to visit the Wien family again. It’s been a really great experience.”

In addition to the scholarship, Brandeis’ faculty and academics were of great appeal to Ting. When asked about the highlights of her Brandeis education, she answered, “It’s [mostly] about the academic part. I’ve been able to meet a lot of good professors, and be enlightened by them.” She has also served as research assistant to Professor Linda Bui since her freshman year – an experience that has helped her grow academically and professionally.

Ting said that she loves the American atmosphere, and believes that the best part of coming to the U.S. is the people. “I feel like in the U.S. people are more open-minded and much more friendly,” she commented. “Brandeis is a top college in the United States, but you just feel like you can enjoy your life here.  You can have a good balance between your academic work and your life outside school, which I think is great.”

Upon graduation in the spring of 2011, Ting will hold a bachelor’s degree in Math and Economics. Both are lifelong favorites of hers: she described how “my dad is a professor of economics, and he cultivated that interest in me since I was young. On our bookshelves are all sorts of economic books, and when I was young I tended to read them. I didn’t really understand them, but I read them.” After Brandeis she plans on utilizing that love of economics and her enjoyment of math in some sort of business position that combines both of these interests.

Hosts and Students Dine at the Open Doors Potluck

Open Doors Pot Luck

International students and hosts enjoy the Open Doors potluck dinner

Wednesday night was the first event of this year’s Open Doors program.  Sponsored by the International Students and Scholars Office, the program matches up new international students with faculty, staff, and community members who are interested in supporting them during their first year on campus (and for many of them, their first time living in the United States).  Students from all over the world as well as hosts from a variety of campus departments choose to participate.

To lead off the program, SEVIS/PASS Coordinator Gillian Boulay met with first time hosts to discuss how best to aid students with their transition to American life.  As the students arrived, they met up with their hosts and selected from a delicious variety of appetizers, main dishes and desserts provided by the hosts.  The event was very informal, and provided the opportunity for students and hosts to not only get to know each other better, but to also chat with other students and community members.

I was very glad to meet my “guest” Yuewei from China: she is super-friendly and excited about all of the academic opportunities at Brandeis.  I also conversed with students from Turkey, Hong Kong, and Israel, to name a few.  It was wonderful to meet so many students from a diverse set of backgrounds, as well as getting to know some of my colleagues better.  I look forward to other events this year, and encourage others to join this program next year!

Nutrition for Kids: Morsels from Japan

lin1

Jennifer Lin '09 dines with her students.

This guest post on comparative nutrition practices is from Jennifer Lin ’09, who just spent the past year in Japan as a participant in the prestigious Japan Exchange and Teaching (JET) Programme. Previously, Jennifer also lent her talents as communications assistant in the Office of Global Affairs at Brandeis.

Lunchtime! I imagine that most of us spent many lunch hours in school. We hated it and loved it, we bought it and brought it. What’s going on with school lunches these days? Let’s take a look at how America and Japan do things differently.

I think back to my time as a student in suburban New York, from elementary through high school. Free from teachers’ watchful gazes in the cafeteria, we subsisted on greasy rectangles of pizza, rubbery chicken nuggets, and hamburgers. There were pancakes which occasionally doubled as frisbees, dubious chocolate cake that could be used to scrub the floors, enormous quantities of sugary beverages and the ubiquitous ice-cream sandwich.

In middle and high school when we usually brought a few dollars to buy what we wanted every day, I recall my friends and I living on soda, chips, and giant cookies. Commercially produced goods were readily accessible via vending machines. Once in a while I would consume a bag of baked corn chips and feel virtuous for it.

No doubt about it, kids were independent when it came to eating at school. They could pick and choose what they liked. Reduced price meals were often available for those who needed it. Lunches and snacks could be brought from home, catering to the wishes of a picky eater or concerned parent.

But when choosing foods on their own, it was rare that a child would choose the healthy options, or anything they hadn’t been exposed to before. Such items often as not ended up uneaten, or used as weaponry in food fights. Unsupervised, kids ate anything they fancied. Bagged lunches might have been traded for items full of sugar, salt and fat. “Health class” was the only arena for learning about food and nutrition. As I recall, it wasn’t a class that was ever taken very seriously.

Has anything changed in the 10+ years since I was an elementary school student? I wonder what most health classes across the country are teaching now. With dire warnings of childhood obesity and other nutrition-related problems on the rise, educators in America are adjusting their tactics on school lunch and health education. Legislators are taking steps to improve standards through the Healthy, Hunger-Free Kids Act directing $4.5 billion towards federal children’s nutrition initiatives, as well as establishing voluntary programs like “Let’s Move!” (http://www.letsmove.gov/). It’s good to see awareness growing about good nutrition.

I recently returned to the United States after a year teaching English in Japan, where I ate lunch with my elementary-school level kids every day. We all consumed the same meal in the classroom, where the kids served lunch and cleaned up afterward. The teachers kept a sharp eye on everyone, making sure proper table manners were observed. There was very little wasted. Teachers distributed any extra food to the kids who wanted more. The school nutritionist (assigned by district) often stopped by each classroom to ask us some trivia questions about what we were eating.

Each day’s lunch was carefully planned in advance and prepared by that nutritionist, whom the school informed of any allergies or other issues. Kids knew what they were eating and how it was cooked. They learned about the entire process from growth to consumption, and participated actively through planting, harvesting and cooking their own produce. This meant that lunchtime was still classroom time, and so they were always learning about their food in a constructive way.

Healthy local and seasonal foods were kept on the rotation, with a fair mixture of both traditional and international styles. So children often developed a tolerance for a wide range of ingredients and cooking styles, even for those they initially disliked. They also thoroughly absorbed the Japanese principle of “mottainai” – don’t waste anything! Food fights were not tolerated.

The kids at my Japanese schools didn’t have the freedom to pick; they didn’t get a choice of what they wanted to eat, like I did. It had been decided for them. Parents also have to pay full price for each day’s lunch – this ranges from $1.50 to $2.50 USD. If there’s a reduced-price meal system, I’m unaware of it. But the system seems to work for them. Most older students and adults I encountered seemed to know how to make healthy eating choices. They knew how to respect and appreciate their food.

How did Japan arrive at this functional arrangement for feeding their schoolchildren and creating a nutritionally educated population? Ever since World War II, they’ve gradually phased in new policies and government subsidies encouraging good nutrition. Assigning specialists to each district was an idea proposed in the 1980s which has come to fruition in the past decade or so. It’s been a slow and steady process.

What could America learn from Japan’s example in this case? Are there any changes already in motion? Government at state and federal levels are making efforts to phase out junk food and encourage awareness of good eating habits. Michelle Obama has a notable interest in instilling good fitness routines in the nation’s youngest. Even British celebrity chef Jamie Oliver has implemented projects in US schools, attempting to teach students how to eat for health.

The Healthy, Hunger-Free Kids Act will incorporate many programs similar to those in Japan, like using local produce sources and starting school gardens. The Agriculture Department is also overhauling long-outdated meal standards, limiting calories and saturated fats. It will take time, and it will take money. It’s possible to improve our situation if we persevere, but America clearly has a long way to go.

What do you think about nutritional education in America and Japan? What have your experiences been like? What do you know about the situation in other countries?

Of course, this is just a very limited view of the many realities that exist for children all over the world today. Some of us have the luxury to worry about choosing the correct foods. Untold numbers of people aren’t so lucky. They have to worry about being able to eat at all.

Learn more about school lunch and the educational system in Japan through the MEXT (Ministry of Education, Culture, Sports, Science and Technology) website: http://www.mext.go.jp/

The USDA (United States Department of Agriculture) runs a website detailing the guidelines for school meals in the US: http://www.fns.usda.gov/cnd/

A link to my old school district’s current lunch menus: http://www.pmschools.org/menus/menus.htm

An interesting series of posts on school lunches around the world, from the blog Serious Eats: http://www.seriouseats.com/tags/school%20lunch%20in

September is Hunger Action Month in the US (http://hungeractionmonth.org/). Millions of children go hungry every day. Recent natural disasters have only made the crisis worse. The programs linked below are a start – what can we do to help?

Share Our Strength – Child Hunger in America: http://strength.org/

The World Food Programme: http://www.wfp.org/

Bread for the World: http://www.bread.org/hunger/global/

Flat New World

bockelmann6a

bockelmannjacobJacob Bockelmann graduated from Brandeis in 2009 with a Bachelor of Arts in Politics and Economics, with a minor in business.  After taking a class on globalization taught by Professor Thomas Friedman, Jacob gained a new perspective on global issues.  Upon his graduation, he decided to spend his first several months out of college traveling and volunteering abroad.  He is currently traveling throughout Southeast Asia with his final destination being New Dehli.  He will be spending over four months volunteering in rural areas, allowing him opportunities to explore, in addition to developing his professional skills in an entirely new context and community.  The following excerpts and photographs are taken from Jacob’s personal blog, Flat New World. He was staying in Vietnam when a typhoon hit the area a few weeks ago.

The worst flooding occurs in Hoi An in late October to November during the tail end of the rainy season. During this time it’s not uncommon for buildings in the lower part of town to get 1-2 meters of water on their first floor. The floods are an almost annual event. I suppose because of the frequency and severity of flooding that people here aren’t too concerned about the storm. However, I asked one shopkeeper what would happen if we had a flood and a storm. She replied, “we’d all be dead.”

From the daily newspaper, Jacob is still about 10km south of Da Nang in Hoi An.

Typhoon Ketsana packed a punch delivering strong winds and massive flooding. Fortunately my immediate area did not experience much damage and things are getting back to normal today. Other areas in Vietnam were hit much harder and just 60 miles south in the mountains of Kon Tum at least 85 people are reported dead. When the storm slowed in the early evening I ventured onto the balcony to survey and the neighborhood and I was surprised to see how much flooding there was just beyond the next street, which again, is supposed to be the high ground.

Old City market flooding on the first day of the storm.

Strong winds and heavy rain required housing and roofs to be secured with sandbags.

Later I went into the old city with a few guys from our hotel and it was like a ghost town.  The streets were empty, there was nothing left of the central market but tattered, flapping blue and orange tarps, and it was really quiet without the car and motorbike horns that define Vietnamese roads.

The flooded market on the day after the storm.

The water flooded the city about 1.5 meters.

Boat traffic in old city market area.

When I checked into my hotel there were about 30 other travelers here, and now there are 3.  It’s a shame I didn’t get to more of Hoi An and what it’s famous for – the old city tours, incredible restaurants, and the beach – but at the same time it has been a really interesting experience to be in this community as it prepared for the storm, suffered through it, and then recovered.

Although he has limited access to the internet, Jacob’s travels and journey throughout Asia will be documented on our blog through his photographs, allowing readers to visually connect withexperiences abroad.  To learn more about Jacob, visit his website at http://www.jacobbockelmann.com.

Beautiful foliage, pumpkins, and mid-terms…

branzburgmelissa_modified

branzburgmelissa_modifiedMelissa Branzburg is a first year candidate in the MBA program. She graduated from the University of Massachusetts, Amherst with two Bachelor of Arts degrees in Journalism and Japanese. As a junior, she traveled for 13 months in Japan, including a 3 month stay in rural Japan studying Japanese puppetry and 10 month stay in Tokyo to learn Japanese. After graduation, Melissa worked for Connecticut Public Broadcasting, an affiliate station of National Public Radio, as a producer, and also at Bank of America as a personal banker.

It’s mid-term time. Having not been in school for a while, I had forgotten what this was like. For the past three years, I had blissfully reminisced about my undergraduate career and how great it was to be able to set my own hours and explore new clubs. I had forgotten mid-terms.

Being at Brandeis International Business School is no different. If there’s anything we share from our world experiences, it’s how tough it is to study for important tests all piled up in one week. All the differences we highlight so frequently melt away as we pile around study tables on a beautiful Saturday with the same goal in mind. No matter what our backgrounds are, looking out those beautiful windows in Sachar at the fall foliage, I’m sure, makes all of us want to go to play.  But it’s mid-term time.

So instead we choose to work through our problem sets and case analyses and group debates.

Don’t get me wrong; I am so happy to be here. Before coming to Brandeis, I often said I thought the three most important pieces to business school were courses, career searching, and networking. None of that has changed, but I think it’s important to throw in time management.

With so many opportunities available to us here, it is so difficult to choose. A free hour here or there can easily be filled with trips to an apple orchard, listening to an amazing speaker, attending an informative career workshop, or debating with a new friend about fall traditions back home—I swear everyone needs to carve a pumpkin at least once!

Despite our backgrounds, we’re all here to achieve something none of us has done before, some combination of learning about new cultures and diversifying financial risk. Us first years are already 1/8th of the way through our time here, and it’s never a lie—time really does fly.

Especially during mid-terms!

Měi guó: beautiful country

marcusleo_modified

marcusleo_modifiedLeo Marcus is another one of our student contributors from the International Business School.  Originally from New York City, he went to Indiana University as an undergraduate, majoring in Psychology.  Upon completion of his Bachelors degree, he took some time off and traveled to France.  Leo was able to learn to speak the French language fluently as he spent over a year there.  Now, he is a first-year candidate for the MBA program.


I have been at Brandeis International Business School for about a month and already I have been profoundly affected by not only the academics, but by the diversity of nations represented here. As an American citizen, it is very easy for us to take a narrow-minded view of the world. During orientation we were given a “revised” map of the world, but seen through the eyes of Americans. It was hysterical and somewhat accurate. It is good to see that humor is not lost across cultures.

I find it very hard to quantify the worth of a country. It is extremely subjective. How can one say that they live in the greatest country ever? I think that across countries the morals and values are so vast. Therefore, I never say, “The United States is the greatest country in the world.” It is pointless to try to convince somebody that one country is better than the next, intangible details make up a large part of a country and those details are nearly impossible to quantify. However, I would say “the United States is the best country for me.” As stated before, a lot has to do with intangible details.

A few weeks ago, I stopped by the Chinese Student Association dinner. Overall, everyone there was extremely friendly and the food was great. I got to talk to a few of my classmates from China and we were just discussing life in the US. Basically, we compared the cultural differences between the US and China, ranging from all topics. The topic I took away the most from the night was country names. I wanted a crash course in Mandarin; I think I could use more lessons to be honest. I asked them, “How do you say United States in Mandarin?” They said, “Měi guó,” which directly translates as “beautiful country.” I think right there I felt really moved by that fact. There are huge amounts of differences between China and the United States, not only in regards to how the two countries do business, but ways of life. Something so simple as a country name was able to change the way I view a nation. I guess you really do learn something new every day.

I do consider myself to be a very patriotic person, so it is very motivating to me to see everyone so passionate about his or her home countries. Whether it is China, Malawi or Italy. I have been very eager to learn about as many cultures as I can, not because I just want everyone to like me, but I feel it is our differences across cultures that will eventually bridge us together. This will pay dividends (B-school term, courtesy of financial theory) not only here at Brandeis but when we do business across the globe.

Brandeis in China

suderow1

This post is from Prof. Detlev Suderow ’70 (International Business School), who just returned from co-leading the 2009 Alumni Travel Program to China.

The Brandeis group is welcomed in Xi'an, China during a Tang Dynasty performance.

The 2009 Brandeis Alumni Association Alumni Travel program trip was a tremendous success with 27 Brandeis community participants, including 16 Brandeis alumni, who sojourned in China from June 10 – 23 led by Odyssey Tours and Brandeis co-leaders Prof. Detlev Suderow ’70 (IBS) and Brandeis University Trustee Paul Zlotoff ’72. The group traveled from Beijing to Xi’an to Chungjing — down the Yangtze River through the Three Gorges to Yicheng, then on to Shanghai. This photo was taken at the Tang Dynasty performance in Xi’an, (the last stop on the ancient Silk Road) and home of the remarkable Terracotta Warriors.

The trip was a success in every possible way — it gave alumni a chance to connect in a fascinating place, it provided a comprehensive introduction to a 5,000 year old culture, and it left participants hungering for more Alumni Trips to exotic locales.

Detlev Suderow
Adjunct Professor and
Executive-in-Residence
Brandeis University
International Business School
Waltham, Massachusetts
suderow@brandeis.edu
Office: 781-862–1913
http://www.brandeis.edu/global/faculty

Global Brandeis Profile: Jennifer Lin ’09

Jen3a

Jennifer Lin '09

Major: East Asian Studies

Study Abroad: Overseas Chinese Youth Language Training (Taiwan), study tour (China), CET Academic Programs (Hangzhou, China)

Clubs and Activities: Brandeis Chinese Cultural Connection, co-chair of the Intercultural Center programming board, Office of Global Affairs employee

Blog Post: Nutrition for Kids: Morsels from Japan (September 2010)

“Arriving in China was a whole new experience. I was juggling my American, Taiwanese, and Chinese roots all the time. However, it wasn’t hard to reconcile these identities when interacting with any of the Chinese nationals I met. They were generally very accepting of and interested in our similarities and differences. This was more of a personal question of self-identity for me. That eventually made me realize how lucky I am to have a diverse background that allows me to see the world in a variety of ways.”

MAR. 27 — It took a while for graduating senior Jennifer (Jen) Lin to learn the complex dynamics of culture and language. But in taking Chinese at Brandeis, she “realized that through studying the language, I was constantly learning subtle nuances about the history of the Chinese people while at the same time clarifying my formerly hazy perspective on my own heritage.”

In addition to being a prominent club leader on campus, Jen has a wealth of international experience; she spent the summer after her freshman year in Taiwan with The Overseas Chinese Youth Language Training and in China through a study tour; she then spent the summer after her sophomore year in Hangzhou, China with CET Academic Programs, a study abroad provider. She became an East Asian Studies major.

In part, her interest in Asia came from a mixed relationship with heritage. “My parents would speak to me in Chinese, but I would always reply in English,” she says. “I was able to understand it at a basic level, but I was never able to use Mandarin to communicate. When my family celebrated Chinese holidays and traditions, I generally went through the motions with no real notion of why we did what we did.” With no core reading or writing skills, Jen took Chinese 10A during her first semester at Brandeis.

From there, Jen’s interest in Chinese language and culture grew. Beginning in the spring semester of her freshman year, Jen was a member of BC3, the Brandeis Chinese Cultural Connection. She helped coordinate events such as the annual Lunar New Year Dance. During her sophomore year, she was the webmaster for BC3, and her junior year she was the co-president. Now, as a senior, Jen is the co-chair of the ICC, or Intercultural Center, programming board. She helps run the ICC as a whole and helps bring together the various cultural clubs that fall under the umbrella of the ICC.

Jen spoke about how she enjoys being “an ambassador between these different cultures and different people [within the ICC]. And it’s just really interesting to see, over the years, how the ICC clubs work together and how they can collaborate together on things that you would initially think won’t relate to each other at all.”

Jen feels that “…before you really understand a language you have to go there and be immersed in the culture.” During her summer in Hangzhou, her “…real world experience meant I had to go out and kind of stumble through an unfamiliar language with all sorts of people in shops and on the streets…studying abroad definitely increased my confidence level.”

Back at Brandeis, Jen realized that “getting to go abroad and be immersed in the culture was really helpful [for me] in my club experience and also being an ICC member…and helping to spread cultural diversity to the campus.”

As a second semester senior, Jen has many serious thoughts about her future. “I’ve been thinking for a long time about going back to Asia…I’ve been studying Japanese for two years and I just got my interview acceptance for the JET Program. It’s a government-sponsored program in Japan where you’ll go teach English for a year… I think my role on campus is going to translate there because I’m going to be helping to bring American and Chinese culture to the kids in Japan, which I think is really exciting and I think will help me move my career forward.”

In addition, Jen has worked at the Office of Global Affairs at Brandeis since January of 2008. Jen’s primary job at the OGA is to research the various global-related events on campus and then to spread the word of these events by putting out a weekly e-newsletter, titled “Global Brandeis.” She also updates the University’s international web site.

Jen Lin’s extensive work while at Brandeis with the Intercultural Center, with the Brandeis Chinese Cultural Connection, and at the Office of Global Affairs, paired with her rewarding time spent abroad have both prepared her and given her a clear vision of the career she wants to begin following her graduation in May.

Protected by Akismet
Blog with WordPress

Welcome Guest | Login (Brandeis Members Only)