The roundtable discussion sessions will take place on Friday, November 5 from 14:00- 16:45. Please submit your roundtable proposal today by visiting http://www.surveymonkey.com/s/roundtable33rd today! Please email me at naomi.parekh@fulbright.org if you have any questions.
Session 1
Fulbrighters Against Cancer
The round table discussion on “Tumor metastasis” would start with the introductory lecture of G. Banfalvi describing chemically induced rat renal and liver tumors. The implantation of tumor cells under the kidney capsule of rats results in metastases in lymph nodes near the thymus. India ink implantation proved lymphatic connection between kidney and parathymic lymph nodes (PTNs). Glucose analog distribution in different organs provided evidence that the primary sites of tumor progression are PTNs. Tumor growth was also followed by staining the sections of biopsies of normal, tumorous kidneys and PTNs. The demarcation line between the healthy and tumor bearing tissue was sharp at the peripheral regions, while the central region of the tumor infiltrated into the healthy kidney tissue. The accumulation of lipids was due to the lack of angiogenesis, leading to an increased pressure of the interstitial fluid. The invasion turned to disruption of the renal tissue, releasing cancer cells into the peritoneal cavity. Transdiaphragmatic channels drain into thoracal lymphatics entering anterior mammary and parathymic lymph nodes. The kidney capsule-PTN complex reflects a so far unknown mechanism of tumor development, explains the appearance of tumors in mammary lymph nodes and gives a reasonable explanation for metastasis formation.
Questions to Facilitate Discussion
1. How do chemicals induce carcinogenesis?
2. Why is the frequency of liver cancer high?
3. What are the population characteristics (epidemiology) of liver cancer?
4. What is the relationship between liver cancer and metastasis?
5. How is liver cancer related to mammary gland metastasis?
Roundtable Leader
Gaspar Banfalvi
Fulbright Information
USA 1994
About Gaspar Banfalvi
EDUCATION: 1968 M.Sc.: Faculty of Pharmacy, School of Medicine, Szeged, Hungary. 1974 Ph.D.: Nuclear Diagnostic Center, Medical University, Szeged, Hungary 1981 Cand. Sc.: Institute of Medical Chemistry, Faculty of Medicine, Semmelweis University Medical School, Budapest, Hungary. 1989 D. Sc.: Institute of Medical Chemistry, Semmelweis University, Budapest. 1994 Venia legendi in Medine,Semmelweis University,Budapest. 1994 Venia legendi in Biology, University of Szeged, Hungary. PROFESSIONAL TRAINING: 1967 Pharmaceutical practical – Krakkow Rynek Pharmacy, Poland 1968-69 Pharmaceutical Center, Kecskemet, Hungary. 1969 Head of the pharmacy, Nemesnádudvar, Hungary 1970-72 Nuclear Pharmacist, Medical University, Szeged, Hungary. 1973 Specialized in Pharmacology and Toxicology, Budapest 1996 Pharmaceutical Assistant, Redfield, AR, USA 1997 Foreign Pharmacy Graduate Equivalency Examination, Chicago, USA. ACADEMIC APPOINTMENTS: 1972-1974 Research Fellow, Institute of Drug Research, Budapest. 1981-1982 Staff Fellow. Boston Biomedical Research Institute and Harvard, USA 1979-1981 Lecturer. Institute of Chemistry and Biochemistry, Semmelweis University, Budapest. 1985-1990 Senior Lecturer (tenure). Institute of Chemistry and Biochemistry, Semmelweis University, Budapest. 1990-2000 Associate Professor, Semmelweis University, Budapest. 1997-2001 Széchenyi Professor, Budapest 2000- 2005 Director, Department of Animal Anatomy and Physiology, University of Debrecen, Hungary. 2006- Professor, Department of Microbial Biotechnology and Cell Biology, University of Debrecen. 1997, 1998, 2000 Founding member of PhD Schools, Budapest, Szeged, Debrecen
Facing Reverse Culture Shock: The Challenges of Returning to One’s Home Culture.
There are precious instants in our lives that linger in our memory and never cease impressing us. Who will ever forget the moment when the Fulbright dream became a tangible reality? A collage of expectations, arrangements, anxiety, uncertainty, and farewells with only one goal in common: the desire to reach the U.S. and start living the Fulbright experience. Nevertheless, time flies and, sooner that we could have ever imagined, we find ourselves living in our homeland. The readjustment process to the primary culture can produce surprising sensations and so a new challenge commences: the challenge of facing reverse culture shock. However, nothing can demoralize a Fulbrighter! As president J.F. Kennedy once said: “we choose to go...not because [it is] easy, but because [it is] hard, because that goal will serve to measure and organize the best of our energies and skills, because that challenge is one that we are willing to accept, one we are unwilling to postpone, and one which we intend to win.” This roundtable is aimed at expressing, discussing, and sharing the different ways in which Fulbrighters faced the readjustment process to their primary culture.
Questions to Facilitate Discussion
1. What were your expectations regarding your coming back home?
2. How did you feel upon returning to your home country?
3. Were there any habits that you acquired in the U.S. and you missed while at home?
4. If you had the chance to choose, would you return and live in the U.S.? Why?
5. What helped you overcome the reverse culture shock?
Roundtable Leader
Erica Clark
Fulbright Information
Argentina 2006
About Erica Clark
Erica Clark holds a B.A. in Teaching English as a Second Language from Instituto Superior de Formación Docente Nº127. Currently, she is completing an M.A. in Linguistics through Universidad Nacional del Litoral and working on a post-graduate degree in Teaching Spanish as a Foreign Language through Universidad del Centro Educativo Latinoamericano. She carries out research in the field of Second Language Acquisition, Phonetics and Phonology, and Computer-assisted Language Learning. In December 2005, Ms. Clark was awarded a Fulbright scholarship to serve as Foreign Language Teaching Assistant of Spanish at South Dakota State University, in Brookings, USA, where she taught beginning Spanish during Fall 2006 and Spring 2007.
Decentralized System: A Possible Solution to Improving the Education of Developing or Emerging Countries
The purpose of the Roundtable is to report my experience as secretary of Education (1997-2000) of São Jose do Rio Preto, a city of more than 400 000 inhabitants located in the northwest of São Paulo state, 430km away from the capital. Since the early days Brazilian education was tied to the central government. The first law (October 15, 1827) which created primary schools in the country was enacted by Emperor Pedro I. This law had provided the current concentration of power in the hands of provincial presidents, state governors. This centralized system of government greatly hindered the development of education and lasted for more than a century and a half. It was only with the advent of the Constitution of 1988, after 21 years of military regime, that local towns were given the responsibility to act primarily in elementary and preschools, as provided in Section two of Article 211. The main arguments for decentralization of education can be summarized in the following topics: • Better governance; • Administrative rationality; • Cost savings; • Greater community participation; • Awakens the creativity of the system, each municipality can choose what is best for the education of their children.
Questions to Facilitate Discussion
1. What are the main problems hindering the growth of education in underdeveloped countries?
2. What are the consequences of centralized education system?
3. Would there be an optimum allocation of responsibility between the Union, State, and the local power?
4. What are the benefits of a decentralized system of administration?
5. How can we reduce political interference in small towns?
Roundtable Leader
Gentil de Faria
Fulbright Information
USA 1997
About Gentil de Faria
Brazilian professor with graduation in Modern Languages, holding a juris doctor degree from University of São Paulo, Gentil de Faria is a specialist in Comparative Education and Comparative Constitutional Law. Currently he is a tenure professor of Comparative Literature at São Paulo State University (UNESP). He taught at several universities, including Indiana (Bloomington), Stanford and Konstanz (Germany). As a Fulbright recipient he pursued graduate studies at Indiana University for his doctorate in Comparative Literature. In addition to teaching activities, he held technical and administrative positions such as High School Principal, supervisor, chair of Department, coordinator of graduate courses, and adviser of MA dissertations and PH.D theses. Enthusiastic about the cooperative system of education, he was responsible for implementing the educational model that the cooperative schools have come to adopt. He was founder and first chief executive of the Foundation of Research Support (Faperp). As Secretary of Education of a city with more than 400,000 inhabitants, he implemented the municipal system of education by absorbing the state primary schools. During his tenure, the municipality received three national awards and one international from Unicef. His publications include four books and more than 200 articles in scholarly journals, magazines and newspapers in Brazil and abroad.
Human Rights and the Fulbright Experience
Human rights as a matter of international concern shares the same pedigree as the Fulbright program. Both were a response to the abuses during WWII and the need for international cooperaion and understanding. While prior to the founding of the United Nations international human rights were a matter of concern solely between the state and its national, today, protectection of Human Rights is a large part of the international law agenda. I would like this roundtable to focus on how the concern for human rights can be incorporated into the Fulbright experience. Certainly projects and programs must be observant of the international standards and human rights concerns incoprorated in the programs. Beyond that however, we are citizen representatves and could think about how this experience might further human rights around the world.
Questions to Facilitate Discussion
1. To what extent should human rights concerns drive Fulbright programming?
2. As citizen representaives, how can the Fulbright program advance human rights?
3. Can we agree on a definition of Human Rights?
4. What shouldbe the response to; human rights abuses in the host country by officials?
5. Have you had any Hu;man Rights concerns voiced during your Fulbright expperience?
Roundtable Leader
Elizabeth Defeis
Fulbright Information
Italy 2003
Russia 1996
Iran 1979
Italy 1963
About Elizabeth Defeis
Prof. Defeis is a member of the International Law faculty of Seton Hall University School of Law and had previously served as Dean of the Law School for five years. In addition to International Law, Prof. Defeis teaches International Human Rights, International Criminal Law, European Union Law as well as United States Constitutional Law. She was a visiting Professor of Law at the University of Milan and held a Distinguished Chair at the University of Naples pursuant to a Fulbright Scholarship. In addition, through Fulbright Scholarships, she has lectured at various universities including those in India, Bangladesh, Egypt and Armenia. She is also the recipient of several other awards and fellowships including a Ford Foundation Fellowship and a Reginald Heber Smith Fellowship. Prof. Defeis has participated in programs involving democracy and constitution building, electoral reform and standards for independence of the judiciary at the request of various governments and intergovernmental institutions such as the government of Armenia, the OSCE and the United Nations in countries including Russia, Tajikistan, Turkmenistan and Guinea Bissau. She has also participated in fact finding missions in Gaza and the West Bank and Armenia. Prof. Defeis has written extensively in the areas of International Law, Gender Equality and European Union Law. She is the Producer/Host of several television courses including Women and the Law, Human Rights and New Jersey and the 10 part International Law Television Course which has been translated into Chinese, Spanish and Russian and of the three part television series on the Italians and the Creating of America. Professor Defeis has chaired the Committee on the United Nations and the International Law Committee for the Association of the Bar of the City of New York. She is active in numerous other professional associations including the National Organization of Italian American Women, NIAF, Columbian Lawyers, SUNSGLOW and is a director of the Albert Einstein Institution, which explores alternatives to violence in the international context. Prior to joining the faculty of Seton Hall Law School, Prof. Defeis served as an Attorney with the United States Department of Justice in Washington DC and was also an Assistant United States Attorney in the Southern District of New York. She was also an Associate with the Law Firm of Carter, Ledyard, Milburn in New York and was a Reginald Heber Smith Fellow at Bedford Stuyvesant Legal Services in Brooklyn, N.Y.
Information Technology…Does it Enable or Hinder Third World Countries?
Popular opinion holds that the information technology revolution has opened up the world of stored kowledge to all peoples. It is time to examine this belief. There is also a widely held belief that people around the world have been involved in the decison-making process surrounding the the development and dissemination of computing and information technology. The advent of online education has further enabled people around the world to avail themselves of educational opportunities, regardless of the stage of technology adoption in their home countries. At least that is the widely held view. This roundtable discussion will exame this topic - with a focus on the availability, access, and acceptance of avdanved information systems in the developing world.
Questions to Facilitate Discussion
1. Are students in developing nations at a great disadvantage because they often lack access to information technology?
2. How does social networking technology impact those who have no access to such technology?
3. What is the role of developing countries in control over their information technology destinies?
4. What are some suggestion for increasing access to technology in the developing world? Does it even matter?
5. With access to technology being so critical for sharing knowledge, how can those in developing countires who have innovative ideas be successful?
Roundtable Leader
Charlene Dykman
Fulbright Information
Panama 2005
About Charlene Dykman
Charlene Dykman, Ph.D. is a Professor of Management and Information Systems at the University of St. Thomas in Houston, TX. She teaches International Management and Business Ethics at the graduate level. Dr. Dykman had a distinguished career in Information Systems prior to moving into the academic arena. Her professional experience included managing systems implementation projects worldwide. Dr. Dykman has over 100 publications and has received numerous teaching and research awards. She was awarded a Fulbright grant to lecture, research, and consult in Panama, Central America in 2005. She worked there with Ciudad del Saber, a United Nations and World Bank funded initiative devoted to the understanding and advancement of Knowledge Management. While there Dr. Dykman conducted workshops regarding online education for University Presidents and Academic Administrators throughout the Caribbean basin. She also consulted with the United National Program Development Office in design of their Capacity 2015 project addressing leadership development in remote regions of the world. Dr. Dykman was a founding member of the Houston/SouthEast Texas Chapter of the Fulbright Alumni Association and currently serves as Chapter President.
Enhancing Fulbright Participation in Universities
This roundtable discussion will focus on ways that universities can enhance the number and quality of applications for Fulbright grants for faculty and students. The great variety of Fulbright programs offers variety of types of work but also makes the selection and application somewhat complicated. We would like for representatives both from the US and other countries to share their experiences about how universities and colleges can recruit applicants to apply and provide support for individuals who seek grants and can also make greater use of the experiences to enhance the community’s international understanding and interest. This discussion is intended to help share best practices, find points of cooperation and collaboration, and ways that we can use the Fulbright Association and Fulbright Alumni as role-models, cheerleaders, mentors, resources on our campuses.
Questions to Facilitate Discussion
1. What activities does your university use to encourage faculty and student applications for Fulbright grants?
2. How can the experiences of former Fulbrighters serve to support interest in grant applications?
3. Do you see barriers to the faculty and students who have an interest in Fulbrights?
4. How can regional alumni work to support these programs for other facutly and students?
5. How can universities encourage innovative proposals or innovative Fulbright activities on campus?
Roundtable Leader
Cecile Garmon
Fulbright Information
Mexico 2000
About Cecile Garmon
Cecile Garmon studies, teaches, and researches in the areas of communication, culture, and leadership. She taught in Guadalajara, Mexico, in 2000 on a Senior Fulbright grant and has traveled extensively as she studies the communication of leaders in various cultures. She has a particular interest in the communication of women leaders across the globe. at Western Kentucky University she teaches communication courses and directs the Leadership Studies Program.
Access to Education – Has the 21st Century brought Improvements?
Students in the United States in 2010 have more educational options than ever before. With the rise of publicly-funded charter schools and vouchers designed to improve the lot of children in poor communities, families have more choices than in any previous period in American history. Likewise, colleges provide a vast array of scholarships and financial aid, the military assists with university attendance, and community colleges have flourished throughout the country. With all of these opportunities, has access to education improved?
Questions to Facilitate Discussion
1. Have vouchers improved access of the poorest students to the best schools?
2. Are charter schools meeting the needs of more students?
3. Have proprietary colleges provided a reasonable alternative to traditional public and private institutions?
4. To what extent has the proliferation of different types of schools supported our neediest students? Are there urban/rural differences?
5. What perspectives can other countries offer to help meet the needs of all students?
Roundtable Leader
Merryl Kravitz
Fulbright Information
Lithuania 2001
About Merryl Kravitz
Dr. Merryl Kravitz is a Professor of Education at New Mexico Highlands University (NMHU), a small comprehensive Hispanic-serving institution. She teaches courses in Secondary Education and Language Education and is currently Coordinator of Field Experiences. She holds a Ph.D. in Educational Foundations/Linguistics from the University of New Mexico (UNM). With a passion for languages and cultures, she volunteered at the United Nations school and studied abroad in Guadalajara, Mexico, always dreaming of becoming a Fulbright scholar. She achieved that dream in 2001 when she taught English as a Foreign Language and Applied Linguistics at Vilnius Pedagogical University in Lithuania. In her teaching at NMHU, Dr. Kravitz has always emphasized equal access to education. From her Intro to Teaching class to her methods classes, equity issues are at the forefront of her teaching. Fulbright remains a critical component of Merryl’s life. She has served on the Board of the New Mexico chapter of the Fulbright Association since 2002 and is currently finishing her term as President. She looks forward to discussing educational issues with professionals who bring international perspectives.
Innovating Traditions
Grounded in my experience with a Teaching/Research Fulbright in Kuching, Malaysia on the island of Borneo in 2003-4, along with several decades of work integrating new technologies into the Arts and broader cultural practice, I would like to lead a discussion on the challenges of presenting innovations of any kind in traditional cultures. Part of this will address technology as both an agent of change and preservation. We will discuss the ways in which innovation in any form can be seen as threat to traditional cultures, from both the inside and outside. We will look for possible ways to mediate the shock factor of innovation in established cultural systems. We will question how Fulbright representatives can best negotiate the potential conflicts while working across the digital divide between richer and poorer nations. We will work to articulate strategies for optimal balances of preservation and innovation.
Questions to Facilitate Discussion
1. Is innovation inherently hostile to traditional cultures?
2. What are the best ways to handle situations in which traditional cultural values seem to be in conflict with innovation and contemporary values?
3. What are the best ways to find common ground between contemporary and traditional cultures?
4. Is it possible to use digital technologies in cultural studies and cultural exchange without transforming inherent dynamics of connection and communication, or does technology itself manifest a cultural value that is incompatible with fundamental aspects
5. What can be done to mediate the digital divide between technologically enabled nations and those with less digital resources?
Roundtable Leader
Robert Lawrence
Fulbright Information
Malaysia 2003
About Robert Lawrence
Artist Robert Lawrence combines public actions with the Internet to examine issues of physical and cultural ‘position’. He is very interested in how digital technologies interface with traditional cultures, and how the Internet is reformulating formerly restrictive rolls of media producer and consumer. All his work is developed in three complimentary - and often contradictory - streams: one in the physical world, one in the virtual world, and one in the media world. This hybrid practice directly engages the way contemporary live is lived, and identity is continually reconstructed, through our physical, mediated and virtual engagements. Current project “Tango Intervention” interfaces contemporary art & technology with traditions of Argentine Tango. It has been produced in over 40 international cities since 2007. On May Day 2010 “Tango Panopticon 2.0” used an innovative web interface displaying 6 channels of live video streaming from cell phones, linking hundreds of people dancing tango on 4 continents in a synchronous public action. Lawrence is currently developing this interface, Pango, as a free open source communication tool for synchronous video streaming from multiple remote locations. Robert Lawrence BA, U.C. Berkeley MFA U.C San Diego Associate Professor University of South Florida www.tangointervention.org
Diversity in International Education
Recent literature stating study abroad is not necessary for minority students because they already have regular cross-cultural contact has produced a question mark in the diversity quest for international education. This roundtable will entertain this research conclusion as facts emerge related to international education and minority groups.
Questions to Facilitate Discussion
Open discussion
Roundtable Leader
Everette Penn
Fulbright Information
Egypt 2005
About Everette Penn
Founding president of the Houston/SouthEast Texas Chapter of the Fulbright Association, Dr. Penn is associate professor in the Departments of Criminology and Cross-Cultural Studies at the University of Houston-Clear Lake. He leads annual study abroad and service-learning trips to Egypt, where he was a Fulbright scholar in 2005, teaching American criminal justice at Cairo University.
He is the author of numerous articles and books on homeland security, juvenile justice, criminal justice, and teaching methodologies. He currently chairs the American Society of Criminology’s Division on People of Color and Crime. He also serves on the Houston Advisory Board of the United Negro College Fund. His consulting firm, Penn Consulting, assists clients in homeland security, criminal justice, and diversity issues. He served in the United States Army Reserve as a logistics officer from 1990 to 2004. Dr. Penn received his doctorate in criminology from Indiana University of Pennsylvania, his master’s degree from the University of Central Texas, and his bachelor’s degree from Rutgers University.
Changing Student's Lives: The Impact of the Fulbright on Our Student's Lives
Many Fulbrighters remain in constant communication with their students via Facebook or LinkedIn. These media provide us with insights into how are students have changed as a result of the Fulbright. For example, I introduced my students to blogging, to Twitter, and to using Facebook. My students all began to use the site, and to truly begin communicating with others on a global level. My students often send me notes regarding how they are using the course material in their studies. Yet, they also realize the differences in having a "Fulbright" scholar as compared to a home professor, who may not put as much effort as I did into teaching. I realize that many of my students may be questioning the prowess of their professors because of their Fulbright experience with me. Perhaps, it would be interesting for us in this session to ask our students to also remark about the impact of the Fulbright on their lives in a session that we host in real-time on Facebook.
Questions to Facilitate Discussion
1. What positive impact does the Fulbright have on our student's lives
2. What is the impact of the Fulbright on our student's lives 1 year after the program?
3. How has the Fulbright changed it's participant life?
4. If we could give future Fulbrighters advice, what would it be?
5. How has the view towards America changed among our students?
Roundtable Leader
Mark Rosenbaum
Fulbright Information
Cambodia 2009
About Mark Rosenbaum
Mark S. Rosenbaum is a Fulbright Scholar, Assistant Professor of Marketing at Northern Illinois University, and Research Faculty Fellow, Center for Service Leadership, W.P. Carey School of Business, Arizona State University. His research has focused on services issues such as tourism shopping, social support, commercial friendships, unethical shopping behaviors, and ethnic consumption. His has published in Journal of Service Research, Journal of Services Marketing, Journal of Business Research, Journal of Retail and Consumer Services, Services Marketing Quarterly, Journal of Consumer Behaviour, Senior Housing & Care Journal, Psychology & Marketing, Journal of Travel Research, International Journal of Culture, Tourism and Hospitality Research, Business Horizons, Journal of Vacation Marketing, Tourism Analysis, Marketing Intelligence & Planning, as well as numerous domestic and international conference proceedings. He is also a contributing author to Tourism Management: Analysis, Behaviour, and Strategy and on the editorial board of Journal of the Academy of Korean Marketing Science. Rosenbaum consults with Marie Stopes International in Asia, as well as with P&G, Jewel-Osco, and Living Well Cancer Center in the U.S. In addition, he has taught undergraduate and graduate service marketing courses in the United States, Viet Nam, Bhutan, Bosnia, and Cambodia. He received his doctorate from Arizona State University.
China and India’s Growing Role in Sub-Saharan Africa
The “resource curse” or the “paradox of plenty” have become engrained in the popular media, and to a large degree in the academic literature. However, the issue is much more nuanced and complicated than often thought, and is more subtle than merely equating more resources with more misery. In the 1950s and 1960s, most economists viewed abundant natural resources as the necessary key to economic development. Indeed, such resources were viewed as a blessing for the developing world. However, since the 1980s the view from development economists and international financial institutions has dramatically changed, and abundant resources are now often viewed as a hindrance for both development and good governance. During this workshop we will discuss whether or not China and India’s growing role in the region exacerbates this “curse”.
Questions to Facilitate Discussion
1. What countries suffer from the curse?
2. Why do countries have the resource curse?
3. Do China and India's increased demand affect the curse?
4. How can the curse be reversed?
5. Do Fulbrightesr have any role to play?
Roundtable Leader
Donald Sparks
Fulbright Information
Swaziland 1996
Swaziland 2003
Slovenia 2005
About Donald Sparks
Dr Donald L Sparks is Professor of International Economics and Director of the Fellowships Office at the Citadel in Charleston, SC, USA. He served as Regional Economist for Africa at the Department of State from 1977-86 and was earlier a staff assistant to Senator Ernest Hollings. He received his BA from the George Washington University and his MA and PhD from the School of Oriental and African Studies, London. Dr Sparks, a life member of the Fulbright Association, is president of the South Carolina chapter, and serves as a reviewer for Fulbright Senior Specialists in Economics.
International High School Exchanges
Are There Viable Alternatives to Home-stays for International High School Exchanges? An international private boarding facility to serve multiple private high schools is being designed for foreign (mainly Chinese) students to enroll and graduate from an American high school as part of a cohort. The students will attend a local private or Catholic high schools for classes during the day time and travel to the boarding faciltiy at the end of the day. The boarding facility is on its own campus and has housed children for decades in a variety of programs - most recently providing shelter to Haitian orphans whose orphanage was destroyed by a hurricane. The WholeRen LLC will be responsible for the students and have custodainship which it will share with the boarding program operators. The program will enroll students from grades 9-12. Students will be eligible to receive a high school diploma issued by the participating schools, and apply for American universities in the 12th grade. The cost will be borne by the parents and include room, board and tuition for the varied institutions.
Questions to Facilitate Discussion
1. Does a cohort experience pose philospohical dilemmas?
2. Does the home-stay model have more advantages?
3. Are there comparable programs in place?
4. How does it compare with traditional boarding schools?
5. What are the advantages and disadvanteges of a private boarding facility ?
Roundtable Leader
Brian White
Fulbright Information
Argentina 2009
About Brian White
Brian White Sr. served in varied capacities in the Pittsburgh Public Schools, Pittsburgh Catholic Diocese and with charter schools. He holds a PH. D. from the University of Pittsburgh, multiple professional certificates and has worked in positions such as a classroom teacher and building principal up to regional superintendent. He has participated in several Fulbright exchanges, Korean Studies Workshop and other programs related to international education.
Session 2
The Role of Photography and Film in Cultural Diplomacy
This session will involve discussion relating to the various roles that film and photography may have played in cultural diplomacy in the past, can play in the present, and their potential future roles. Issues related to photojournalism and digital imagery, as well as "art" photography, along with the role of both American and foreign films will be explored. Further, specific subjects, such as the impact of specific exhibitions, such as " The Family of Man" that travelled internationally, for 7 years and was seen by over 9 milliion people, or individual images such as Joe Rosenthal's iconic photograph," Raising the Flag at Mount Suribachi," or films such as " Good-Bye Lenin," will be considered. Discussion will also focus on innovative use of film and photography related to Fulbright exchanges, considering such topics as creating short films, documentary interviews, or mounting new exhibitions,
Questions to Facilitate Discussion
1. What are some past examples where photography and/or film have served as tools for cultural diplomacy?
2. How do you see film and photography playing a role today in cultural diplomacy in general, as well as in Fulbright exchanges?
3. Do you have specific ideas for innovative projects that could be used in diplomacy and/ or exchanges
4. How may film and/or photography contribute to the construction of national and international identities?
5. What are some ways that film and/or photography might contribute to increased international understanding and global cooperation?
Roundtable Leader
Katherine Hoffman
Fulbright Information
Austria 2006
About Katherine Hoffman
Dr. Katherine Hoffman is a full-time tenured professor of Fine Arts at St. Anselm College in Manchester, NH. She specializes in Modern Art, teaching courses in 19th and 20th century art history, including the history of photography and film. She received her B.A. from Smith College and PH.D. from New York University. She served as Fulbright Distinguished Chair at the Karl Franzens University in Graz, Austria, in 2006, and served as the Dorothy K. Hohenberg Chair of Excellence in Art History, at the University of Memphis in 2009. In November 2007, she was a Hamad Bin Khalifa Fellow in Doha,Qatar. She has written 6 books, written a number of articles, and has presented papers at numerous international conferences. Her most recent book is "Alfred Stieglitz: A Beginning Light," Yale University Press, 2004, and she is completing a 2nd book on the later work of the photographer for Yale University Press,"Alfred Stieglitz: A Legacy of Light," to be published in spring 2011, it will include newly opened letters never before published. She is particularly interested in international, interdisciplinary and cross-cultural issues, along with the role that photography and film can play in cultural diplomacy.
Questions to Facilitate Discussion
Open discussion
Roundtable Leader
David Lloyd
Fulbright Information
United Kingdom 2001
About David Lloyd
Poet, fiction writer, and critic David Lloyd is Professor of English at Le Moyne College in Syracuse, New York, USA, where he also directs the Creative Writing Program. His PhD. is from Brown University, where he completed a dissertation on the contemporary poetic sequence in Ireland and Britain. The most recent of his seven books are a poem sequence, The Gospel According to Frank (New American Press 2009; expanded version of the original 2003 edition), Other Land: Contemporary Poems on Wales and Welsh-American Experience (poetry anthology; Parthian, 2008), and Boys: Stories and a Novella (Syracuse University Press, 2004). His critical writings on contemporary English-language poetry and fiction from Wales, and on connections between Welsh and American writers, have appeared in numerous journals, including Ariel, Twentieth Century Literature, Welsh Writing in English Yearbook, and World Literature Today. In 2001 he held a Distinguished Scholar Fulbright appointment at the University of Wales, Bangor, where he taught a course on the novel, supervised advanced undergraduate fiction writers, and completed a research project on Welsh poet R. S. Thomas.
Japan: Promoting Intercultural Dialogue and People to People Understanding
As a business professor teaching international business, I often encounter my students' lack of understanding of Japan. Japan was the first among the Asian countries, in the 20th century, to develop economically (i.e. to become a modern nation) to become one of the advanced nations in the world; this development took place despite her lack of natural resources, a relatively small arable land, and importing almost all of the raw materials needed for industrialization. However, people around the world, in general, do not understand Japan, especially her culture, tradition, and language nuances; sometimes, these are misinterpreted and even misunderstood. This roundtable is to promote dialogue on Japan, more importantly connecting her past with present.
Questions to Facilitate Discussion
1. What's so unique about Japan among Asian nations?
2. How is it possible for a small island nation to develop economically?
3. What are the ways in which to promote people-to-people cultural exchanges and better understanding?
4. How the special relationship between United States and Japan aid in promoting peace and development around the world?
5. How Japan is perceived in the poor and less developed nations?
Roundtable Leader
Jay Nathan
Fulbright Information
Thailand 1991
Poland 1998
Kazakhstan 2002
Kazakhstan 2004, 2005
Mongolia 2008
About Jay Nathan
Dr. Jay Nathan has earned MBA and PhD degrees from the University of Cincinnati. He is a tenured full-professor at St. John’s University where he is teaching since 1993. Previously, he was a tenured professor at the University of Scranton. Author/co-author of several books and has published more than one-hundred articles in peer-reviewed journals and proceedings. Dr. Nathan has lectured in Japan, Brazil, New Zealand, England, France, India, Finland, Germany, Singapore, Sweden, Australia, Malaysia, Italy, Russia, South Africa, Mongolia, Uzbekistan, Kyrgyzstan, Thailand, Romania, and Lithuania. He has received Several Fulbright scholarships and strongly believes in the Fulbright mission; Editor of the Journal of Global Awareness; Elected to Sigma Iota Epsilon, Pi Sigma Epsilon, and Beta Gamma Sigma honor societies. He is passionate about business education and contextualizing his international travel experiences to teaching, service and research in various business decisions, management strategies and economic development.
International Environmental Issues and the Law
An overview of some of the major environmental issues facing countries around the world and how law relates to these issues. Most of her focus will be out of what we are learning from the British Petrolium Oil Spill.
Questions to Facilitate Discussion
Open Discussion
Roundtable Leader
Tracy Penn
Fulbright Information
About Tracy Penn
Tracy Penn has a practice area that covers commercial and environmental litigation including all aspects of environmental regulatory counseling. Her current trial practice emphasis involved toxic tort litigation, product liability, personal injury, premise liability, complex mass tort, insurance coverage litigation, and wrongful death actions. She also has experience with state and federal statutory and regulatory environmental legal matters. Her past representation involved contractor/subcontractor disputes, independent contractor and premise liability disputes, and employment contract disputes. Ms. Penn has experience in taking depositions, drafting pleadings, dispositive and discovery motions as well as conducting discovery, including drafting discovery requests and responses. Her further experience includes participating in mediation processes, drafting mediation statements and settlement and release agreements.
Solving World Issues with Social Media
I was inspired by my Fulbright experience, invested all my savings, and founded ark.com, a site dedicated to providing users to help charities and create change in the world simply by doing the things they already do on the Internet. Picture your typical Internet session, performing all the tasks that you normally accomplish online on a daily basis. Searching with Google, keeping up with friends on Facebook, shopping via Amazon and watching Hulu and YouTube videos. But today something is different. You are doing exactly what you have been doing online every day prior to this one, yet with every click of your mouse and with each new web page you visit, your favorite cause receives a substantial percentage of the advertising revenue associated with that page. It will never cost you a dime and it took you only a couple of seconds for a one-time set up. And when you get up from that chair, the sense of efficacy overwhelms you, as your typical online activity just funneled real funds to an organization that you know is working hard to better the world in which we all live. Now picture this same scenario daily for every other person on earth with a computer and a cause. This is Ark.
Questions to Facilitate Discussion
1. How can we use social media to create change in the world?
2. What behaviors are we willing to change online to solve real world issues?
3. Can Social Media be leveraged to break larger, traditional barriers?
4. Do we currently have the right tools to use social media to make change?
5. We at ark.com feel it's never been easier to create change in the world. Do people feel that power?
Roundtable Leader
Patrick Riley
Fulbright Information
Germany 2005
About Patrick Riley
I am the Founder and CEO of Ark (ark.com). I would like to talk about how we can use social media for social good. Picture your typical Internet session, performing all the tasks that you normally accomplish online on a daily basis. Searching with Google, keeping up with friends on Facebook, shopping via Amazon and watching Hulu and YouTube videos. But today something is different. You are doing exactly what you have been doing online every day prior to this one, yet with every click of your mouse and with each new web page you visit, your favorite cause receives a substantial percentage of the advertising revenue associated with that page. It will never cost you a dime and it took you only a couple of seconds for a one-time set up. And when you get up from that chair, the sense of efficacy overwhelms you, as your typical online activity just funneled real funds to an organization that you know is working hard to better the world in which we all live. Now picture this same scenario daily for every other person on earth with a computer and a cause. This is Ark.
The Fulbright Experience: Multiplier Effects for a Lifetime of Impact
Few scholarly endeavors are as rewarding as the Fulbright experience. Given the numerous benefits from “a Fulbright”, how might we implement and/or engage activities with our colleagues and host countries to facilitate a lifetime of impact on a number of stakeholders and outcomes? While Fulbright grants are given for a finite period, most participants in the program would agree that so much more can be achieved/experienced beyond this time-frame. In other words, how do we sustain important projects after initial Fulbright funding ends? The purpose of this roundtable is to share ideas on ways to maintain relationships developed during one’s time in-country, and thus to grow projects and to expand the impact of one's Fulbright experience, well beyond the formal conclusion of one’s Fulbright assignment. In addition to the obvious benefit of extending and expanding collaborative networks, which enhance teaching, research, understanding and societal/global well-being, such initiatives also demonstrate empirically that the Fulbright program provides an extraordinary return on investment – no small issue in difficult economic times when legislators are keen to cut programs. Participants in this roundtable will share or learn best practices that culminate in multiplier effects for a lifetime of impact, beyond one’s initial Fulbright experience.
Questions to Facilitate Discussion
1. What is the nature of one's Fulbright experience to be sustained, and why?
2. How does one gain support at home and host institution?
3. What are funding sources?
4. What are the measures of success; why/how would these measures be helpful to the Fulbright Program?
5. What are the types of activites/projects that transcend borders and are topical and timely?
Roundtable Leader
Cliff Shultz
Fulbright Information
Croatia 1997
Vietnam 2001
About Cliff Shultz
Clifford J. Shultz, II is Professor and Charles H. Kellstadt Chair at Loyola University Chicago. He received his Ph.D., M. Phil. and M.A. from Columbia University; his B.A. from DePauw University. Dr. Shultz has taught at Columbia, University of Zagreb, University of Rijeka, Ho Chi Minh City Economics University, Swedish School of Economics, University of Western Australia, University of Munich, etc. He has served as a Fulbright Scholar (Croatia and Vietnam), and currently serves as a Fellow of the Harvard-Fulbright Economics Teaching Program. His expertise is marketing and economic development in transforming economies, e.g., transitioning Asia, the Balkans, and other recovering economies. He works with companies, governments and research institutes to affect win-win socioeconomic development and sustainable peace. Dr. Shultz has served as journal editor, currently serves on several journal and policy boards, and has over 150 publications in various scholarly outlets. He has received several awards for his scholarly contributions, and has been invited to lecture or to make research presentations at universities and research institutes on five continents. He is married to Katherine (formerly Murphy) Shultz and has a son, Matthew. In his minimal spare time he enjoys his family, sports, languages, the arts, and travel (
www.luc.edu/gsb/cjs).
Where Innovation Occurs? Local or National Level?
Innovation arguably has become one of the most widely used words in politics and economics. The rise of the use of innovation probably largely reflects the demand of the era in which we live today. While global competition seems to be responsible for driving the innovation in private sector, in public sector innovation is driven increasingly by austerity measures. For example, Rahm Emanual, the President Obama’s Chief of Staff, in his address to the Global Cities Forum in Chicago (New Partnerships for a New Economy: Driving Innovation in Cities) stated that “the cities and states must learn how to do more with less. We need to find new ways of doing things, ways that are more efficient.” He actually wants local governments to be innovative. Timing of these remarks is important as they came when local governments were competing for federal stimulus money. This paper proposes to discuss what kind of innovations occurs at which level of government. For some areas it is the city and the state which is the true player in the policy innovation game. This reasoning is based the fact that by the time a practical problem becomes national or international, it becomes too complex to do something about it. It is said, for example, if our environmental policy may be a bigger mass than our environment that is because it is neglected in the cities of the country as they showed up. Indeed, examination of the history of legislations as to housing and many urban development issues as well as environment were first approved by few pioneering cities or states (mainly New York City, Chicago, California) before they were adapted by other states and became national laws. George Shultz, a former secretary of state during the Reagan administration, for example, has recently argued that California clean-tech industry legislation (a very innovative one) will go national and maybe international. For some areas in which market failure is evident, national government seems to be largely responsible for innovations. A short look at the history of technological innovation makes it clear that the federal investment almost everywhere. The Defense Department created the internet, as part of a project to build a communications system safe from nuclear attack. The military helped make possible radar, microchips and modern aviation, too. The National Institutes of Health spawned the biotechnology industry.
Questions to Facilitate Discussion
1. Is the necessity mother of invention? Or as the historian of science Cyril Stanley Smith argues necessity opportunitistically picks up invention and improvises improvements on it and new uses for it, but the roots of invention are to be found elsewhere, i
2. Market failure due to the uncertainty is the main justification for government’s support for basic research and development (R&D) which leads to knowledge creation which in turn leads to innovation. That is why the federal government investment is largely
3. In the US, state of New Jersey, Rhode Island, Connecticut, Michigan, Illinois, Ohio, Colorado Oregon, California, New York and Massachusetts have a political culture which helps them to accept new ideas in relatively short period of time. What factors may
4. The significant contribution of immigrants to technological and policy innovation in the US is almost undisputable. For having been the main destination for the most brilliant minds of the world for decades, should the US have a special responsibility to
5. Innovation driven global economy is making global income distribution even more uneven as developing countries lack capacity to follow new technologies and ideas. What are the ways in which diffusion of technologies to developing countries may be increase
Roundtable Leader
Zafer Sonmez
Fulbright Information
USA 2006
About Zafer Sonmez
Zafer Sonmez is a PhD student in urban planning and policy program at the University of Illinois, Chicago. His studies are focusing on regional economic development and the diffusion of knowledge in the process of economic change. He has a BA in City and Regional Planning from Gazi University (Ankara –Turkey) and Master of Urban and Regional Planning from the University of Colorado, Denver where he was a Fulbright student from 2006 to 2009. As a natural requirement of his discipline and responsibility of being an international student, he also has developed interests in international relations and global developmental issues. In 2007, he led a round table discussion titled “Fresh Water: Lifeblood of the Planet” at Fulbright Association Annual Conference in Washington, DC.
Strategies for Encouraging Faculty at Small Rural Institutions Involvement in Fulbright Programs
This roundtable will focus on strategies that encourage faculty at small, rural, resource poor institutions involvement in Fulbright Programs. Often faculty indicate interest in making applications to Fulbright Programs but are reluctant, in part, because of perceived lack of support from upper level administrators. Obviously such support is often critical, which means that there is a need to explore ways of increasing administrative support for would be Fulbright applicants and viable alternatives that might be pursued in the absence of such support.
Questions to Facilitate Discussion
1. How Can Faculty at Small, Rural Institutions be encouraged to become Invovled in various Fulbright opportunities?
2. Are there existing strategies of garnering upper level administrators' support for Fulbright Applicants
3. What is the Value of being a Fulbrighter?
4. How Does Participation in Fulbirght Programs facilitate Internationalization?
5. What are some of the best practices that promote support for Fulbright Programs at small institutions?
Roundtable Leader
Kathie Stromile Golden
Fulbright Information
Azerbaijan 2005
About Kathie Stromile Golden
Dr. Kathie Stromile Golden, Director of International Programs and Professor of Political Science at Mississippi Valley State University, Itta Bena, MSm has more than 20 years of involvement in International Education. In 2005m she was a Fulbright Scholar at the Academy of Public Administration under the President of Azerbaijan and presented lectures at Western University and Baku State University. Stromile Golden is responsible for the establishment of the Critical Languages Program and Institute for the Study of Languages and Cultures at MVSU. She is former Chair of the Mississippi Association of International Educators and serves as Executive Director of the National Conference of Black Political Scientists. She has published in the areas of Ethic Conflict in Post-Communist Societies and Study Abroad. Stromile Golden is a 2008-2009 Mississippi Humanities Council Teacher of the Year and the recipient of numerous other awards.
International Partnerships
Increasingly, institutions are looking to expand in very innovative ways. One growing practice is to form partnerships with institutions in other countries. In some cases, foregin degrees are even offered to students who never leave home. Are these partnerships beneficial to both institutions? Do students benefit from them?
Questions to Facilitate Discussion
1. Does your institution have international partnerships?
2. How do students benefit?
3. Are there any challenges?
4. How does your institution ensure the same quality of instruction?
5. Can these partnerships solve the education crisis?
Roundtable Leader
Christine Tierney
Fulbright Information
China 2005
About Christine Tierney
Christine Tierney has been teaching English as a Second Language for more than 30 years in both academic and community-based programs. Her students come from all areas of the world, and she specializes in teaching beginning students. She is active in the local, state, and international TESOL organizations, and has served as the Chair of the Intensive English Interest Section. Her trip to China in 2005 was a dream come true. Since its inception, she has been active in her local Fulbright Alumni Chapter.
Luis Acebal has always been passionate about the diverse ways that culture and language inform each other. After completing his undergraduate degree at S.D.S.U, Dr. Acebal studied language and literature at the University of Nice, France. He later moved to Zacatecas, Mexico to assist in establishing a language academy in that city. 
Jennifer Adair is a Ph.D. candidate in the Department of History, New York University. With the support of a Fulbright Hays DDRA fellowship, she is currently completing her fieldwork and writing her thesis on social policies during the Argentine transition to democracy. Since 2004, she has collaborated with the human rights organization, Memoria Abierta. For four years she worked at the Rockefeller Foundation in New York, where she coordinated the Latin American museums program. Her publications have appeared in various journals and newspapers in the Southern Cone and the United States.
As executive director of the Fulbright Association, Jane L. Anderson has worked with Fulbright alumni volunteers throughout the world and provided professional leadership in launching the J. William Fulbright Prize for International Understanding, the Fulbright Lifetime Achievement Medals, and the Selma Jeanne Cohen Fund for International Scholarship on Dance, an endowed lecture on dance scholarship. She led planning and implementation of the Fulbright Association’s 31st Annual Conference in Beijing (2008), an event designated as one of the official activities marking the 30th anniversary of the normalization of diplomatic relations between China and the United States. Before joining the Association, she was assistant director of Lutheran Resources Commission, Washington, D.C. A Phi Beta Kappa graduate of the University of Michigan, Ms. Anderson has undergraduate degrees in French and in journalism and a master’s degree in linguistics. She studied in France on a University of Michigan undergraduate program. She has earned the Certified Association Executive designation from the American Society of Association Executives. Her writing has been published in the Miami Herald, the Chicago Sun Times, and Knight-Ridder newspapers and in Associations Now.
Christopher I. Beckwith received a bachelor of arts degree in Chinese from Ohio State University in 1968. He earned his master’s and doctoral degrees in Uralic and Altaic studies at Indiana University. He is full professor in the Department of Central Eurasian Studies at Indiana University. He has been visiting professor at the University of Hawaii, the National Museum of Ethnology (Osaka), Tokyo University of Foreign Studies; and the École Pratique des Hautes Études (Sorbonne, Paris). Prof. Beckwith has received MacArthur, Guggenheim and other fellowships and was a Fulbright-Hays Research Fellow in 2004-2005 and was a Fulbright Distinguished Chair at the University of Vienna in 2009. His active research topics include: Central Eurasian history and East Asian linguistics and early history; Mandarin Chinese; Buddhism; Greek philosophy; medieval science; early Central Eurasian onomastics; Old Tibetan and the Tibetan Empire; Huns and Turks; Modernism; and mathematical, theoretical, and typological linguistics. His publications include: "The Tibetan Empire in Central Asia: A History of the Struggle for Great Power among Tibetans, Turks, Arabs, and Chinese during the Early Middle Ages" (Princeton 1987/1993); "Koguryo, Language of Japan’s Continental Relatives" (Brill 2004/2007); "Phoronyms" (Peter Lang 2007); and "Empires of the Silk Road: A History of Central Eurasia from the Bronze Age to the Present" (Princeton 2009). He has edited several volumes and more than four dozen research articles.
Graciela I. Cairoli de Ramirez-Rojas is the director of Corporación Capital Markets Argentina (CCMA), holding company of the Cairoli family. She is also chairman of Capital Markets Argentina Sociedad Gerente de Fondos Comunes de Inversión (Mutual Funds). Ms. Cairoli de Ramirez-Rojas is a member of the Economic and Social Board as well as the Management board of the Universidad Torcuato di Tella. She is also a global advisor of the Americas Cabinet of the Chicago Booth School of Business, University of Chicago, where she earned her Master of Arts in Economics in 1982. Ms. Cairoli de Ramirez-Rojas received the ADEBA (Argentina Banking Association) Prize for the study "La Tasa de Interés. Causas y Efectos 1960-1980" (The Interest Rate. Causes and Effects 1960-1980) in 1983.
Since 2005, Agustina Cavanagh has served as the executive director of Cimientos, an Argentinian non-profit organization that works to improve educational access, permanence, and quality in the formal educational system for children and youth from socio-economically disadvantaged backgrounds. Ms. Cavanagh has worked for four years as programs director in Fundación Arte Viva, developing programs that enable school teachers and museum educators to provide cultural experiences and develop critical thinking abilities in students within schools of low cultural access and resources. Ms Cavanagh also developed cultural heritage awareness and its sustainability in the town of San Ignacio in the province of Misiones, which hosts the Jesuit Missions. She also coordinated the first steps of the Museo de Arte Precolombino e Indigena in Montevideo, Uruguay, and during six years worked in the education department of the National Museum of Decorative Arts in Buenos Aires, developing communication strategies for the museum’s heritage, guiding tours for the general public and schools, and leading art workshops. Ms. Cavanagh is a Fulbright alumna and has received funds from Fundación Antorchas to develop her work in art education. Ms. Cavanagh has a degree in fine arts from the Prilidiano Pueyrredon Arts School, the national art school in Buenos Aires, and a master’s degree in visual arts administration from New York University.
Lucas González is a professor and researcher at the Universidad Nacional de San Martín, Universidad de San Andres, FLACSO, the Universidad Católica Argentina, and Católica de Córdoba. He received his doctoral and master’s degree in political science from the University of Notre Dame. The topic of his doctoral dissertation was fiscal federalism and fiscal relations between the central government and subnational units in Argentina and Brazil. Dr. González also holds master’s degrees in Latin American studies from the University of Oxford and in public policy from Georgetown University. Dr. González received a Fulbright fellowship in 2003, a Chevening-British Council Scholarship in 2002, and the “Presidency of the Nation” Award for being the best student in political science and international relations in Argentina in 1998. Dr. González acted as assistant editor of the American Political Science Association Organized Section in Comparative Politics newsletter from 2005 to 2007. He has coauthored two books and written articles in edited volumes and peer-reviewed journals, the last two published in the “Journal of Politics and Publius: The Journal of Federalism.”
Cherlyn Skromme Granrose was born in Dearborn, Michigan, the oldest of three talented daughters of Lawrence and Margaret Skromme. After growing up in Lancaster County Pennsylvania, Dr. Granrose trained as a biologist at the University of Michigan, where she married and started her family that now includes three children and five grandchildren. Cherry obtained a Ph.D. in psychology from Rutgers University and began a teaching career that led her to Temple University for 12 years, through Claremont Graduate University for 7 years, and to Berry College in North West Georgia, where she is currently a faculty member in the management department. Highlights of her varied career include Fulbright awards to do research on Asian managers in Singapore and surrounding countries and a Fulbright award to teach in the People's Republic of China for one and one half years. Dr. Granrose has been continuously interested in following and writing about individual careers in a variety of occupations and in all corners of the world. She has been selected for membership in Phi Kappa Phi, Sigma Xi, and Beta Gamma Sigma academic honorary societies.
Helena Hammond, the 2010 Selma Jeanne Cohen Fund lecturer, is lecturer in Dance History at the University of Surrey. Her bachelor’s degree is from the Courtauld Institute of Art (University of London). She received her master’s degree from Yale University, where she was supported by the Fulbright Program. A cultural historian, she gained her doctorate from the University of Oxford for her dissertation on royal imagery and political power in the eighteenth-century Italian South. Her postdoctoral research, centering on the politics of historical representation in dance, seeks to engage dance with historical practices. She is currently completing her book project, Bodies of History: Ballet, Politics and the Historical Imagination, in which connection she was visiting fellow at the Humanities Research Centre of the Australian National University (2007). Related publications include as contributor to Ballets Russes: The Art of Costume, exhibition catalogue, National Gallery of Australia (2010), Fifty Contemporary Choreographers, second edition, ed. Martha Bremser, Routledge (2011), and the Royal Ballet School’s forthcoming Ninette de Valois anniversary conference and volume. Her doctoral work is regularly presented as part of Italian studies and history conferences and anthologies. She wrote on painting in 16th-century Spain in The Oxford Illustrated History of Western Art, ed. Martin Kemp (Oxford University Press, 2000). Dr. Hammond serves on the executive committees of the Society for Dance Research and British Australian Studies Association, on the editorial board of Australian Studies and on the editorial advisory board of Platform. She has also written for Dancing Times and Dance Gazette.
Guillermo Jaim-Etcheverry received his doctor of medicine degree in 1965 and his doctor of philosophy degree in 1972 from the University of Buenos Aires (UBA). Since his graduation, he has been committed to teaching and to research in neurobiology.
Vilma Martinez was confirmed as U.S. Ambassador to Argentina by the U.S. Senate on July 24, 2009. She presented her credentials to Foreign Minister Jorge Taiana on September 18, 2009.
Sonia Oster is an internet entrepreneur currently undertaking e-Learning and e-Government developments. She has been a full-time professor at SCAD-Atlanta (Savannah College of Art and Design) and Universidad de Monterrey, Mexico, and a visiting lecturer at University of Applied Sciences Salzburg, Austria, among others.
In December 2008, Alejandro Razzotti was elected for a two-year term as president of the Argentine Fulbright Alumni Association and works with a team of alumni to renew the Fulbright spirit in Argentina. He is a public policy specialist with degrees in law, business administration (MBA), and public policy (MPP). He has professional experience in government, leading significant innovations on education systems and state modernization at the national and provincial level. Since 2007, Mr. Razzotti has managed the Latin American Public Sector Initiative at BDO, the fifth largest auditing and consulting firm in the world. In this capacity, he works closely with multilateral and bilateral organizations in the region. Mr. Razzotti received a Fulbright fellowship for study at Georgetown University from 1997 to 1999. As a Georgetown alumnus, he received the 2005 Georgetown Educational Award for International Clubs as president of the GU Club in Argentina & Uruguay and is being honored with the 2011 Georgetown 1820 Service Recognition Award. He was also re-elected as a member of the Board of Directors of the Georgetown Public Policy Alumni Board and as a board member of Alumni Foundation of Argentina (ALFA) and Encuentro Cooperación Diáspora Argentina (ECODAR) foundations. He continues his doctoral degree studies in political science at the Universidad Nacional de San Martin, where he is also professor of political theory. He is committed to broadening virtual education in Argentina. Born in Buenos Aires, he plays soccer and enjoys talking to fascinating people, as well as exploring his Italian heritage.
Saúl Sosnowski is Professor of Latin American Literatures and Cultures at the University of Maryland, College Park, and since 2000 the University’ s Associate Provost for International Affairs and Director of the Institute for International Programs. Born and raised in Buenos Aires, he earned his Ph.D. from the University of Virginia. From 1979 to 2000, he chaired the
Mariano Turzi obtained his Fulbright scholarship in 2005, and went on to pursue his masters degree in strategic studies at the School of Advanced International Studies (SAIS), Johns Hopkins University in Washington DC. In 2007, he was admitted into a Ph.D. program in international relations, which he finished in 2010. He is now teaching courses at the undergraduate and graduate levels at Di Tella University and at the Argentine Foreign Service Institute.
Lisa Ubelaker Andrade is a fifth year graduate student, with specializations in 20th century Latin America and U.S. international history. Ms. Ubelaker’s dissertation traces the rise of U.S.-produced mass media in Ecuador and Argentina. As an undergraduate at Swarthmore College, she began researching the connections between the U.S. government's Good Neighbor Policy and the expansion of Selecciones del Reader's Digest magazine in Buenos Aires. Ms. Ubelaker began to see the World War II era as a watershed moment for the rise of transnational mass media, when government involvement, diplomacy, private business, and consumer culture seemed to converge. Ms. Ubelaker focuses on three major media forms: mass-produced maps (on high demand during the war), the rise of Selecciones del Reader’s Digest; and the popular consumption of the radio programming of Ecuador-based Evangelical missionary radio station HCJB. Ms. Ubelaker is completing her research in the United States, Ecuador and Argentina, through funding from Yale's International Security Studies, the Social Science Research Council IDRF, and the Fulbright program.
Katherine E. White is professor of law at the Wayne State University in Detroit, Mich. She was a Fulbright senior scholar in Munich, Germany, at the Max Planck Institute for Intellectual Property, Competition, and Tax Law in 1999 to-2000. She received her bachelor of science degree from Princeton University in 1988, a juris doctor (J.D) degree from the University of Washington in 1991, and a master of laws( LL.M.) degree from the George Washington University Law School in 1996. From 1995 to1996, she was a judicial law clerk to the Honorable Randall R. Rader, circuit judge, U.S. Court of Appeals for the Federal Circuit. In 1998, she was elected to the University of Michigan Board of Regents and was re-elected in 2006. From 2000 to 2002, she was appointed by the Secretary of Commerce to serve on the United States Patent and Trademark Office Patent Public Advisory Committee. She also serves as a lieutenant colonel in the U.S. Army Reserves and is currently the reserve associate dean of the U.S. Army Judge Advocate General’s Legal Center and School (JAG) at the University of Virginia, Charlottesville. She served as a White House fellow from 2001 to 2002 and is a registered patent attorney. Ms. White has been a member of the Fulbright Association Board of Directors since 2005 and has served as vice president.
