Holiday Potluck Lunch
December 6, 2008
After a semester of challenging classes, writing papers, studying and grading, LGS students and faculty took a break and attended the LGS Holiday Potluck Lunch on December 6th. It was a chance for both students and faculty to relax and enjoy each other’s company. Many people brought appetizers, entrees, deserts and music from different cultural backgrounds. As an icebreaker, students and staff played a game and shared something interesting about themselves. Then, students, staff and faculty helped themselves to many servings of delicious food!
After the food was gone, LGS students and faculty listened and danced to different music! Basically, the Potluck Lunch was a chance to de-stress before final exams and have fun with their friends and LGS staff/faculty. Overall, it was a memorable day with many laughs and smiles.
Written by Roshini Givergis ‘12
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Clementine Igilibambe: Survivor of Genocide, Messenger of Change
November 24, 2008
Clementine Igilibambe spoke to the Adelphi University community on November 24, 2008, about her escape from the Rwandan genocide and what she is doing now to help those who have suffered and continue to suffer from the effects of this terrible battle.
Within the span of three months, 800,000 people were killed in the Rwandan genocide. Igilibambe has been working with those who have escaped and are trying to rebuild their lives.
“Refugees have to start all over,” Igilibambe explained, “their diplomas don’t count (once in the United States), they have no skills, and there is a language barrier.”
Igilibambe started the Clementine Refugee Scholarship Fund (CRSF). This program assists refugee students in paying for their college education, since many refugees must work full-time to help their families and don’t have the money to pay for college.
“It’s a lot of trauma trying to survive a genocide and then going into a totally different world,” she added.
At the age of eight, in 1994, Igilibambe escaped Rwanda with her mother, father, and six brothers after the Hutu president was killed by a Tutsi rebel group.
The chaotic scene of gun shots and bomb explosions caused Igilibambe to lose sight of her parents. Igilibambe and her brothers lived in an abandoned house with about 30 other children after crossing the border into the Congo. The children fought ferociously over food and water. After several weeks, she was reunited with her parents and moved with them to a refugee camp in Kenya. Out of the 30 children that started in the house, only seven remained when Igilibambe left.
“That’s when I said ‘something has to change,’” she recalls, “It doesn’t have to affect the children.”
There has been a struggle for power in Rwanda since Belgium conquered and colonized the country in the early 1900s. Belgium split Rwanda into two different kinds of people: the Hutus who are darker skinned and the Tutsis who are lighter in skin tone and more closely resemble people of European descent.
Tutsis started with the political power in Rwanda, though they only make up about fifteen percent of the population. Hutus, who make up the majority of Rwandans, had no political say and were tortured under Tutsi rule.
In 1959, the Hutu Revolt occurred. Here Hutus tried to kill as many Tutsis as they could. The Hutus won political control over Rwanda, and many Tutsis fled the country.
“Now the coin had been flipped so that Hutus were mistreating Tutsis,” Igilibambe explained.
“In 1994, (after the assassination of their president) the Hutus decided they needed to wipe out all the Tutsis to keep the power that they had.”
“In a way, [there were] two genocides going on at the same time,” she added.
Now that she lives in the United States, Igilibambe says she looks past everything that happened in order to better focus on how to fix the problem, rather than harping on the past.
Along with her efforts, Igilibambe says that “The international community should be working together to forbid things like 1994 to happen again.” She also calls for a clarification of history, cooperation among the people in Rwanda, and democracy throughout the country. She believes that it is through these changes that peace and reconciliation in Rwanda can be achieved.
Written by Michelle Consorte ‘12
Smart Growth Summit on Long Island
November 13, 2008
On November 13, LGS students attended the Smart Growth Summit of 2008. It was an opportunity to meet with entrepreneurs, architects, engineers, politicians and other college students to talk about the current challenges and solutions on Long Island. The Summit was held at the Melville Marriot in Suffolk County. We spent the first half of the day at the plenary and in workshops of our choice. The workshop on community design focused on Smart Growth planning for Long Island. Representatives of different companies at this workshop advised and shared ideas as to how to improve the environment. Other workshops covered topics on economy, diversity, conservation, globalization, and so on.
After lunch, we had the opportunity to participate in the Youth Summit led by Dowling College. Students were divided into four small discussion groups which were be led by four Long Island leaders. The first group will focus on environmental issues such as global warming and clean energy. The second group discussed civic participation and the role of community leaders in shaping the process of local community development. The third group discussed issues of local governance, while the fourth group focused on community design. These group discussions were definitely informative and inspired us to take action. As the summit came to an end, all the college students got together to discuss our results. Each group presented their own plan for improving Long Island, and after the summit, all of the plans were merged into a "Youth Vision" document. The Smart Growth Summit was an enriching experience that encouraged LGS students to take action and find alternative solutions to obstacles that come our way.
Written by Roshini Givergis ‘12
Millennium Villages: A New Approach to Fighting Poverty in Africa – NGO Briefing
November 6, 2008
The NGO briefing I attended on November 6th spoke of the Millennium Promise, which in essence, was a pledge that all member states of the United Nations signed to completely eliminate poverty worldwide. Four experts in their respective fields were there to present their opinions and findings. We sat amongst a diverse crowd filled with representatives from various non-profit organizations, all of us eager to listen and learn how they can become involved in the project.
The panelist informed that the situation before the development of millennium villages in Africa was dire. African countries have been struggling for years to overcome economic, global and social strife. However, since the inception of the millennium villages, certain countries are increasing in productivity. They presented a short video story of a woman in Uganda and how the project has benefited her life. She spoke of the various necessities that were brought to the community such as a clinic, village bank, and clean water. All the essentials needed to increase a country’s development. These things were possible because of the integrated approach that was outlined in the Millennium Development Goals. Their main initiatives are to intervene in a country’s agriculture, health, education, and infrastructure. The solution to world poverty is to build on what the countries have while respecting and working directly with governments.
Poverty has plagued African countries and it has been the UN’s mission to completely abolish it. If possible, millennium villages can be created all around the world so governments, and most of all, people are able to increase their wealth and live productive lives.
Written by Hilda Perez ‘11
Richard Dina and Sandy Olivia
October 20, 2008
On October 20th, the LGS FORE class welcomed two guest speakers, Richard Dina and Sandy Olivia. Richard Dina is the Senior Advisor to the President, and Sandy Olivia is the Executive Director of Coalition against Domestic Violence. Both speakers are dedicated workers in the non-profit sector. LGS students are encouraged to become globally aware and become leaders. The program also encourages students to partake in community service events and give back to their local and global communities.
Richard and Sandy both talked to the class about the important qualities of a leader. A leader not only inspires others to do great things, but inspires others to become leaders. It was amazing to see their dedication and passion to work with non-profit organizations. These were people who had the chance to work with large businesses, but instead they chose to work with an organization that helped the people who were in need. Dina and Olivia were definitely inspiring and reminded the students why they chose to become LGS students.
Written by Roshini Givergis ‘12
LGS Freshman Orientation Class Meets with University President Dr. Robert Scott
October 18, 2008
"We are each the President of our own lives" was just one of the inspirational messages LGS freshmen received when University President Bob Scott visited their class on October 18. Hosting the "Social Entrepreneurship" portion of the class, President Scott entertained students with an intriguing glimpse into his history and how he ended up as the President of AU, before delving into the broad topic of leadership.
It turns out that our President had absolutely no inkling that he would ever end up as a college president when he was our age. Instead, his career wound through several diverse arenas before he applied for the position at Adelphi. After securing the spot, President Scott began to immediately inspire the lives of AU students. LGS'ers caught a peek at this inspirational side through his slideshow, which included many motivating quotes and ideas. The President did an excellent job of conveying a message of leadership that included three of his ideals: humanity, clarity, and courage. President Scott says that leadership cannot exist without every one of these characteristics, regardless of other skills that a person might possess.
President Scott also did a fantastic job of citing leaders within his presentation. A line from Stephan Spender, "I think continually of those who were truly great", had many students nodding in agreement as they pondered their own leadership qualities. The great presentation was followed by a stimulating discussion among students and professors, where some LGS'ers were able to share their own leadership experiences and current initiatives from the program. Finally, President Scott left the students with one final inspirational idea – "Your well is deeper than you think," meaning that you have untold resources of courage and talent within you that have yet to be discovered. Students leaving the classroom thanked President Scott and were delighted with the whole experience.
Written by Haroula Tsolakidis ‘12
Black Watch
October 16, 2008
On Thursday, October 16th, a group of LGS students and faculty went to see Black Watch. It was a spectacular play, written by Gregory Burke and directed by John Tiffany. The show was held in Brooklyn at the St. Ann’s Warehouse. Black Watch was a captivating political and social drama performed by the National Theater of Scotland. The actors did an excellent job of portraying the emotions and physical appearances of the soldiers in Iraq.
Since the play took place at a warehouse, the actors did not perform on a typical stage; they performed on the floor which separated two groups of audiences facing each other. This setting allowed the audience to see the actors from different viewpoints, giving the illusion of watching a film. Black Watch is based on interviews with former soldiers who served in Iraq--they provide a first-hand account of the legendary Scottish regiment’s heart-warming and memorable actions that showed what it meant to be one of the main components of those fighting the “war on terror” and of those who made the journey home again.
The performance was absolutely amazing. Through the dialogue, sounds, lighting and music, the play showed the perfect balance between showing the actions of war and the culture of Scotland. Our own busy, everyday schedules often make us forget about the war and the brave soldiers who are fighting for us; we often forget what they are going through. This play allowed the audience to see and feel the emotions of the soldiers in war. Simply put, Black Watch is a must see!
Written by Roshini Givergis ‘12
Edited by Yoko Liriano ‘12
Towards the end of my high school career, I can remember talking to my friends about what they planned to do after graduating. Some had jobs lined up, a few wanted to travel, but most had applied to college. Two of my friends, however, decided to enlist, and both attended the United States Military Academy at West Point. What would their experiences be like once they go abroad? What will they see, and how will they feel? What will be the glue that keeps their troop together, and who will be there to watch them fall? The play Black Watch provided an insight into soldiers’ lives amidst the War in Iraq.
While the young men portrayed in the play were not American, their experiences in Iraq are similar to those of American troops. Just like our young men and women serving over seas, the young boys of the Black Watch were not defending their home country of Scotland, but practically invading another. The play gave a first person account of events during their tour, as well as a look at their lives upon returning home. It was shocking to learn that the Scottish Government confidently “lost” the medical papers of soldiers suffering from conditions such as PTSD and sent them back on additional tours, similarly to the accusations against the US.
The Scottish accents were easy to understand, and I was able to relate to the actors. It was also great how they gave a short but informative 300 year long history of the Black Watch, which further strengthened their message of feeling like invaders in another country. The play illustrated the difficulties of fighting a war on the “enemy’s” native turf, and the moral dilemma of serving one’s homeland by fighting the foe that never attacked Scotland in the first place. Over all, it was a great way to hear the stories of returning soldiers, and a glimpse at a scene within the huge theater of war in the Middle East.
Written by Matthew Sanfilippo ‘10
Edited by Yana Kusayeva
The Rubin Museum of Art
September 27, 2008
On Saturday, September 27th, LGS Freshmen from the Art and Craft of Writing classes went on a trip to the Rubin Museum of Art. The museum had a comprehensive collection of art from the Himalayas and its surrounding region. The collection was comprised of paintings, sculptures, and textiles. Each set of winding steps led to an entire floor dedicated to different and intriguing artworks, each with their own powerful story. It was amazing to see how much detail went into each art piece to give the impression of delicacy and boldness at the same time. Having a chance to step away from our busy schedules to interpret the aesthetic, social and historical perspectives of each piece allowed us to truly appreciate the serene atmosphere. Overall, the museum was a wonderful place to go to and gave us great insight into another culture.
Written by Roshini Givergis ‘12 and Yoko Liriano ‘12
Trip to the New York Tolerance Center
September 24, 2008
The New York Tolerance Center is not a very well know place. However, I think that it is definitely a place that everyone should go to and learn from. I was shocked to find out some of the things that I learned that day. I did not realize that many of the issues that people were dealing with hundreds of years ago are still being dealt with throughout the world.
I have always known that I grew up in an extremely sheltered environment, but after going to the tolerance center, it made me realize that I was even more sheltered than I originally thought. So many of the issues that are debated about in our country—those "dire issues"—are really not as important at all. It is often overlooked that a lot of people are in extreme danger and most of the world is completely blind to it.
The tolerance center made me realize how important it is not only to tolerate other people and their decisions on how to live their life (their beliefs, religions, sexual orientation etc.), but also to accept them for it and to try to understand why they live their lives that way—see things from their perspective. I have always been told not to be quick to judge, and I try extremely hard to keep an open mind, however, I think everyone would agree that sometimes we can't seem to wrap our minds around a certain issue, which in turn, closes us off from it.
I was only able to see a few of the exhibits from the tolerance center because of time constraints, and I definitely want to go back, but from those few exhibits, I was able to learn a lot and the pieces made me think of how the world is today. There are so many awful things going on that it almost makes you want to stop and give up, but that will solve nothing. We have to keep going, even if it is something little. The saying, "Think globally, act locally," means that if we start out around us, that little bit will better the world. It is so important, in the world we live in today, to do everything we can to help those less fortunate than us.
Some quotes I took away from the Tolerance Center:
"With every civil right there has to be a corresponding civil obligation" - Edison Haines
"The only queer people are those who don't love at all" -Rita Mea Brown
Written by Emily Dernbach ‘12
Edited by Yoko Liriano ‘12
Trip to Ellis Island
September 20, 2008
I was excited to hear about the trip to Ellis Island because I had never been there before. Most people think that everyone from New York has been to Ellis Island and has seen the Statue of Liberty. Yet, many times, like in my case, this is not true. I was not sure what to expect or what we would see, but this trip certainly surpassed anything that I would have imagined.
While we were on the boat that took us across the same waters that the millions of immigrants before us had traveled, I was anxious, as were many, to see the famous Statue of Liberty up close. As we passed the grand statue, I stood in awe, gazing up at the majestic figure. But in that moment, I was also reflecting on what she still represents in American society today. It is amazing to think that for some of those people crossing the Atlantic on that treacherous journey, this statue would have been all that they would have seen of the land of opportunity if they had been turned away at Ellis Island. But for others, she stood as a sign of hope, and by raising her torch she guided their way to freedom. The immigrants were hopeful in pursuing each of their own "American Dreams," and the first step in achieving those dreams was to pass through the test that awaited them at Ellis Island.
There was no welcome mat, as people entered the Island. As soon as they walked up the stairs, they were scrutinized by doctors, nurses, and other official staff members on Ellis Island. When we saw the dormitories where people were detained, I was not surprised. But I was angered. Tour guides at museums like this never tell you how things really happened or the way people were actually treated. So many people were crammed into those rooms; all of them from different parts of the world but awaiting similar fates - deportation or entry into the land of opportunity.
It was interesting to learn that some of the things I knew as a child, like Nathan's hot dogs or Chef Boyardee ravioli, came from the minds of the people who passed through Ellis Island. If they had not, our society would have been much different from what it is today. It is also amazing to think about how just in a few years of implementing quotas, the immigration boom substantially slowed down. Because of Ellis Island, America was transformed into a distinctive and wonderful melting pot that it is still today.
Although I did not know of any of my ancestors who passed through the island, it was still interesting to see my last name on the Wall of Honor, even if I am probably not related to those people. I am grateful for the opportunity to experience such a vital part of our nation's history.
Written by Angela Allegretti ‘12
Edited by Yana Kusayeva
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FELA!
September 19, 2008
Before going to watch the musical, Fela!, I attended the mandatory debrief of Africa's history with Timothy Beaucage in the LGS Lounge. He went through the timeline of major events that occurred in Africa, with a focus on Nigeria--where the main character was born.
I realized how naive I have been all my life, learning about "World History"--a facade for Eurocentric history. I am now much more informed about the lesser known, but equally important, history of Africa and its wrongful divisions of land by the Europeans up north. The lines drawn through tribes and the borders that encased extremely different cultures show the utmost ignorance of the Europeans. Once divvied up, each of the careless European countries claimed pieces of the pie for themselves. I had grown increasingly perturbed as Tim further discussed Africa's political chronology.
The main point of the informational session was to prepare us for what we were about to see--a magical, musical masterpiece of the interpreted memoirs of Fela Kuti. Although Tim did not delve deep into the life of Fela (that's the job of the musical), he laid down the solid foundation necessary for us to understand and make the connections between the political history of Africa (with concentration on Nigeria) and the life of Fela throughout the show.
Fela! was absolutely phenomenal. As soon as we walked in through the crowded doorways, we were immersed in an almost "alien world”--the music was blasting and the walls were completely covered in African political artwork.
As the show progressed, I went through a series of emotions (sadness, happiness, anxiousness, irritability, and anger). It was easy to be empathetic to such a powerful and true story. I felt like I was there, and it upset me that I was so helpless. But then, the show became interactive as well--the audience began to mesh with the actors. In Nigerian Pidgin English we rang out,
"I go many places
I see my people
Dem dey cry, cry, cry."
Our voices were calm yet, commanding. Our voices were one. Our voices made a difference.
Written by Yoko Liriano ‘12
"Flow - The Tale of Earth's Blue Gold"
September 12, 2008
On September 12, 2008, twenty-two Levermore Global Scholars visited the Angelika Film Center in NYC to see the film FLOW – For the Love of Water. The film was followed by a panel discussion with Irena Salina – Director of FLOW, Wenonah Hauter – Executive Director of Food & Water Watch, Maude Barlow, Council For Canadians and author of “Blue Gold,” and Leah Margulies from Corporate Accountability. Below is a reflection and film review written by John Campana, LGS Freshman.
Nature has given us the opportunity to build our world and improve ourselves as humans. Although this is true, we as humans have relied on our natural resources so much that we have let a commodity become a rarity. This resource that we as Americans take for granted is water, the “blue gold” of our time. Water is a commodity that has transformed from being a natural right of every individual to something that can be bought and sold. Due to our consumerist nature, we have made water one of the largest industries in the world – third behind oil and electricity. All of these facts are introduced in FLOW, a film that educates the world about how human beings deny other humans their natural right to clean water.
FLOW was made in order to establish the voice of change that will be needed in order to better the world for all those who do not have access to clean, usable water. In the movie FLOW we are introduced to statistics that are eye-opening and sometimes even horrid. For instance, an average American uses 158 gallons of water a day, while in other countries one person cannot find even five. The film also takes into views the perspective of people that suffer because companies such as Suez and Vivendi are trying to privatize water. Poor people are being asked to pay for something that they have a fundamental human right to!
FLOW also educates the audience about how bottled water is not as safe as it is advertised to be. The most shocking fact is that the entire industry is regulated by less than 1 person at the FDA. Also, the fact that tap water is often tested 500 times a month proves to the public that tap water is sometimes safer than bottled water. Furthermore, most people do not taste the difference between tap water and bottled water when they are asked to identify the source of the water in their cups.
The movie established within me the desire to educate everyone about water. I want to help eliminate people’s ignorance of the water crisis, just like the film did for me. One statistic presented by the film stated that "the cost per person per year having 10 liters of safe drinking water everyday is just $2 USD." This quote galvanized me to start a water initiative called H20- Go Blue! at Adelphi University. All of this happened immediately after I saw FLOW.
Written by John Campana ‘12
Edited by Yana Kusayeva
The Namesake
September 8, 2008
On Monday, September 8, the Levermore Global Scholars Program screened The Namesake to emphasize the issues of immigration and assimilation in the United States. The screening of the film was followed by a discussion about love, marriage, family, and immigration. Below is the reflection and movie review written by John Campana, LGS Freshman.
There are many films that do no reach blockbuster status or are not shown on the big screen. Yet, The Namesake is perhaps one of the best films that I have seen. This Bengali- orientated film has many facets-family, honor, death, and change.
It is a story of a relatively young Bengali family assimilating to the American lifestyle. Throughout the movie, they discover the many hardships that come from moving to another country. The most significant thing that this movie introduced to me is the importance of family and how it affects our everyday life. One quote that my mother always says is that as a family, if we separate, we are each one finger; but if we all united, we can become a fist that can deliver a mighty blow. This saying is perhaps the foundation of the movie. Ashima wanted to keep her family together and always longed to be in contact with her children. Her children were the only thing that she had in this country; she had stayed in the United States for them even though she was suffering more than she could ever imagine.
When Ashima moved to America, she knew nothing and was accustomed to a completely different environment. She was in an unfamiliar country with a man that she had known for only a week. That is why she cared for her kids the way she did and why she gave all the love she had to them.
Later in the film, Ashima became more independent by learning how to drive and getting a job at the local library. She proved to herself that even at her age, she had something more to look forward to than just rearing her children. The great catalyst that made her begin to live as an independent person, however, was the unfortunate death of her husband. This is perhaps the first time throughout the whole movie that she shows true emotion, which is what I believe the director wanted to emphasize. He used the angles and the surroundings by making her travel throughout the house without knowing where to go as if she did not know what to do with herself.
Another observation that I had made is that the Bengali culture is very stoic; they do not behave rashly. This was shown when Gogol decided to keep his name. At this point, they did not yell at the child, they simply let him be and allowed him to keep the name that he had chosen.
Namesake was a fantastic film that introduced me to a culture that I had never shown any particular interest in. Now, in the aftermath of my ignorance, I realize that this culture has a lot more to offer than I had originally thought, and I thank the Levermore Global Scholars Program for that.
Written by John Campana ‘12
Edited by Yoko Liriano ‘12
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