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Overnight, irresponsible Edward goes from bachelor to father of a 5 yr old boy. Meanwhile responsible, prepared Bella begins her first job as Kindergarten teacher at Forks Elementary. When irresponsible meets the epitome of responsible, sparks will fly!
thats so awesome! i hope that when he does ask her to marry him she says yes! will they move into that awesome house together? and alice taking notes! that was great!
poor edward! i know hes trying. i think that maybe he should go see someone. but im so glad that hes trying for anthony! and poor rose is leaving and hes just getting used to her. i hope that it doesn't set him back!
they should elope! and get married!! that would be awesome! i hope christmas is awesome for them!!
that was such an awesome idea!! it was so sweet! and anthony joining his dad! that was beyond cute! im glad she said yes! what will her mother think of that?
i hope that edward and esme can be ok with each other! they deserve to have some kind of relationship.
anthony is going to be heartbroken! i hope that bella and edward can make it easier for him!
i wish my husband liked 'that thing' like edward does! i can't wait to see what happens when they g back to the real world!
Summary: In a world where every marriage is arranged Bella Swan grows up dreaming of romance. Can she find happiness and love in a marriage that she never wanted?
Set in modern times AU/AH.
Thanks to ms_ambrosia for the beautiful banner!
they are so sweet! i love it! i do feel bad for bella, thinking one thing then finding out something different.
I'm glad you love it! Thanks so much for reading and reviewing!!
omg! freaking renee! and how are they gonna tell his parents that they aren't!? this is a mess. i hope that edward isn't upset over the missunderstanding! i can't wait to see ho wthis turns out!
Haha! Well I'm working on the next chapter now and it's coming along pretty well. I hope that I can get it finished this week.
Thanks for reading!
i think that they should talk to each other and be honest! and that if they kissed it would be awesome!
There is a big talk in the next chapter.
Thanks for reading and reviewing!
thats so awesome!!! im so happy for them! they are finally working it out! i love it!
I'm glad to hear that! Thanks for reading and reviewing!
im glad that bella was able to have the guts to talk to her mom! and that her mom was honest! i hope that edward and bella have some kids sooner rather than later!
I'm glad you're glad. And as for kids my lips are sealed.
freaking psycho mike!! i hope that they can convince whoever it is that they are meeting that they are a good match and that mike get s the tar beaten out of him!! emmet, jasper and edward would make ground beef out of him! and i hope that bella and edward get it on before anything happens!!
What if the vampire family that embraced Bella was not the Cullen's but the Denali's. After a series of tragic events, Bella is led to Denali. Despite the unpleasantness that leads to her joining their family, she eagerly accepts all the love and sense of sisterhood the Denali's offer her. Bella finds herself happier than she's ever been. But how long will that happiness last? What happens when the Cullen's come to meet the newest addition to the Denali coven?
This story has been beta'ed by the lovely and wonderful Mommakat!!!
Big thanks to vampireyouth for my awesome banner!
And thanks to jkane180 for my second awesome banner!
well, edward has created a monster! i hope that bella talk s to tanya soon. maybe they can fix their relationship!
Thanks for reviewing! There willl be plenty of talking ahead.
when will tanya tell the others whats going on?! im so excited for her!
Hmmm. We'll see about Tanya soon. Thanks for reviewing!
so did tanya find an imprint to be with?
We'll see...
holy hell poor bella! i hope that the family can help her! what is she gonna do?! and what about edward? why don't they just talk about it?! they'll be upset, but they'll get over it! they are easily distracted right?
Lol you'll have to wait and see! Next chapter will be up soon!
i hope that tanya gets over it and isn't too upset! i wonder if anyone followed them and know what's going on! especially tanya!
poor bella, i hope that the guilt doesn't stop her from being with edward!
Lol probably not...
i wonder who will go and who will stay? im glad tanya is ok and getting better! maybe she can find someone too?
We'll see...Thanks for reviewing!
lucky tanya! i hope that everything goes well with his change! and i hope that tanya tells everyone soon!
Thanks for reviewing!
im nervous for bella, she won't be able to completely get away from that wolf unharmed. will tanya be able to help her? will she be ok? what about the wolf? who is it?
The Bella and wolf fight will be a tough one. The other questions will be answered in the next chapter. Thanks so much for reviewing!
i hope that the others don't maim tanya for being a dork! and that the wolves don't declare war!
Lol We'll see what happns...
time for war? or will the wolves listen to reason? i hope that no one dies!
We'll see.... Thanks for reviewing!
well, that went better than i thought it would. i hope that they can get everything together and leave, maybe they can all go to russia.
We'll see...Thanks so much for reviewing!
All publicly recognizable characters, settings, etc. are the intellectual property of their respective owners. The original characters and plot are the property of Stephenie Meyer. No copyright infringement is intended.


text: This comforting "bedtime shadow book" assures nervous little ones that, although things might go bump in the night, there are No Monsters Here! Just shine a light through the picture window on each page and a cute shadowy scene appears on the wall, showing that the "thump" in the closet was made by a pet cat rather than a vampire, or mysterious lights outside are not UFOs but fireflies. We're including a handy Anti-Monster Flashlight - specify boy or girl monster - to use with the book...or for lighting up a dark corner anytime the need for reassurance arises! (Flashlights use two AA batteries, included.) For ages 3 and up.

subset: commoncrawl


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Eastern Kentucky coach Jeff Neubauer was a little bit reluctant to talk about it Wednesday. He just didn't think UNC fans would need any extra inspiration. But one of the best days of his life happened just eight miles from the Tar Heels' campus. On Dec. 1, 1993, when he was an assistant coach at The Citadel, after a morning shootaround he asked his sweetheart Karen Feret to marry him. And she said yes. (Durham Herald-Sun)
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Ex-NBA star Antawn Jamison gave up game for his kids, but maybe not for long haulFriday July 21, 2017


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This is a trivia game. First person to comment the...
The Ghost of District 12 [Entry for Battle of the Fandoms]
- by Beauty&theFeast
- Rating:
- Published: 14 Aug 2016
- Updated: 14 Aug 2016
- Status: In Progress
Entry for the Battle of the Fandoms Competition in Films and TV . //I do not own these characters. They belong to Suzanne Collins// [Cover by AyTay]
Join MovellasFind out what all the buzz is about. Join now to start sharing your creativity and passion
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Have you ever ever skilled feeling faint and extremely exhausted during and after a workout session? Have you ever felt like you do not have enough strength to proceed though your thoughts is telling you that you nonetheless want to? If in case you have felt any of those, then it's essential to make NO2 part of your every day routine.
On prime of this, it has 120 mg of caffeine and 50 mg of L-Theanine per serving, and creatine monohydrate and rhodiola root to give you the greatest increase a legal exercise complement can offer ( 6 ). Improve MEMORY, focus and application and drive your productivity. Beets, theobromine, carnitine, pomegranate, hawthorn, vinpocetine and huperzine boost nitric oxide for optimum coronary heart well being for each men and women. I also needs to point out potential unintended effects of nitric oxide. Whereas I have never heard or seen any critical health unintended effects, it's potential to have dizziness, some fatigue, complications or diarrhea, as these can be evidence of too much arginine and so they'll go away upon decreasing the quantity of arginine taken. It uses natural natural extracts, and when combined together, proves to be effective in boosting nitric oxide ranges throughout the body.
It has three forms of creatine, tons of antioxidants and even black pepper extract, making it top-of-the-line nitric oxide dietary supplements available on the market, based on product high quality and pricing. This in style Nitric Oxide complement additionally has Astralagus Root and Ginseng combined with the L-Citrulline to boost nitric oxide ranges within the physique. Not only are they a finest-vendor on Amazon, Pro Supps NO3 Drive is also becoming a favourite amongst newbie and intermediate level weight lifters and bodybuilders. This data isn't supposed to switch medical advice. In order for you medical assist, look for a qualified physician and discover your entire options together.
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If you happen to do not feel 'pumped' and have a replenished want to head again to the gymnasium every morning after six weeks of trying a nitric oxide complement, attempt a distinct one. If the first complement you attempt would not get you to that 'pump,' you'll be able to possible only have to attempt 1 or 2 others until you get that 'good' feeling. Then you possibly can stick with your chosen nitric oxide generator for a long time. It is these massive, full pumps that muscle builders search when lifting weights. As a side word : Erectile Dysfunction ( ED ) prescriptions work in an identical solution to improve blood circulation (simply that ED prescriptions focus on controlling blood flow in a unique area).
Athletes and bodybuilders like taking NO dietary supplements with L-arginine and L-citrulline to help facilitate the blood and oxygen stream into the skeletal muscle groups. Nitroxyl is formulated with L-citrulline as an alternative of L-arginine. L-citrulline is a far safer and simpler precursor to nitric oxide. When this occurs it reduces the physique's capability to provide nitric oxide. NO dietary supplements might help increase this production, so there's no real shock they're gaining popularity than ever. Every bottle has about 90 capsules and every dose comprises the highly effective antioxidant, Resveratrol.


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This is the third FF in the Fantendo Heroes series.
Admin was relaxing in Fantendo Castle. Then, he saw a User. "Who are you?" "I am...uh...Query." "Oh." "Could I become an Admin?" Admin thought about this. "Meh, why not?" He promoted Query. But then, Query became Querius! "MWAHAHA! I succeeded!" He demoted all of the admins and sysops. He had power over all users! What would happen?


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Omega De Ville Replica is easily the most popular watch complication undoubtedly, and inWatchTime's December 2010 problem, we examined numerous watches with various calendars. One of these was the Omega P Ville Calendar, which needs resetting only once each year. For the analysis and results, together with original photos by Nik Schlzel.
Of all calendar Replica Omega De Ville, the date display advances to "31" no matter the number of days have been in the month. Which means that in the finishes of several weeks getting less than 31 days (five occasions annually), youRolex Milgauss Replica
have to advance the date display by hand to achieve the "1" shown on the best day. A yearly calendar reduces the amount of Fake Omega De Ville to 1. It advances properly for each month getting 30 or 31 days the only real month it cannot master is Feb, which, obviously, has either 28 or 29 days. The annual calendar will get its title from being able to run for a whole year without correction.
The Omega De Ville Replica Watches Hour Vision Annual Calendar has a simple calendar display, composed Franck Muller Replica Casablanca
only of the oblong window. This adds towards the watch's sporty-elegant character. The Omega De Ville Clone Watches may be the only calendar watch of individuals we examined without any subdials. Omega wished to limit the amount of shows around the dial, therefore it made the decision that additionally towards the date it might show just the month, which you have to see to be able to set the calendar.


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Free Gift Packaging
- Signature blue gift box
- Stylish silver ribbon
- Personal gift message
Cubic Zirconia Accent Claddagh Ring in 10K Gold - Size 7
Item# 16766420
An Irish Claddagh ring represents each aspect of your relationship: love, friendship and loyalty. This 10K gold style features a 1mm cubic zirconia accent at the center. The ring is only available in size 7.
Typographic errors are subject to correction. Merchandise enlarged to show detail and may not always be exactly as pictured. Promotions, prices, styles and availability may vary by store and online.


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Do some data entry
Presupuesto $30-250 USD
I need you to fill in a spreadsheet with data.
22 los freelancers están ofertando un promedio de $97 para este trabajo.
"Budget and project period are flexible to meet to your requirement" I'm an Electrical Engineer. I am very interested in Web search and data input task and also i have a good experience in this field. I am responsi Más
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I am experienced accountant with expertise in Accounting, Finance, Data entry, Excel, Copy, Typing, Word, PowerPoint, Web Researcher, Pdf conversion etc.
Actually , i am an Engineer and i am taught to work under pressure . other than that i have done many projects on excel during my graduation.
I have a bachelor degree from the National University of Rwanda, and many trainings in Project Management, Business administration, ICT,…with 13 years of experience in Data Entry services.I am a Translator consultant a Más
good afternoon. As this work is about excel, I am used to it because of my college work in excel. and I assure you I will do my my work very precisely. Yes, I had not done any work here but don't judge me on this. you Más
i am a student of computer science & i know more about MS OFFICE & already got a first position award in academy in Excel
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I have worked with Excel and remotely from a home office for over 10years. I am a mature person dedicated to meeting targets.
I am Skilled Person. I do my work seriously. I done many excel assignment in my university time and i think i will do it at time.
I will deliver a satisfactory job that will impress you. I crave for a chance to prove to you my worth and abilities.
Hello Sir, I used to do this type of work and I understand about this project. I think I'm the right guy for this work.


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Each month, Rated People connects over 50,000 homeowners with quality tradesmen - simply enter your job details in the form above to get started.
We'll match your job to the relevant tradesmen in your area - those interested will pay to see your contact details and call you to quote.
As each tradesman expresses interest in quoting on your job, we'll send you their profile and ratings to help you choose the right one for you.
After the work is complete, return to the site and rate your tradesman based on their quality of work, reliability and value for money.
Floor fitters
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We have a quality carpet in lounge and through dinning room that has been up and down. A couple...
Floor fitters
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This is not a full loft conversion. I need to lay some flooring - chip board tongue and groove...
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I need to have my stair carpet re fitted as it's come loose.
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Fitting carpet in 3.3m x 3.2m bedroom. Carpet already purchased to match other rooms. Some...
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Very good hard woker good job I will use him if do any more work
I now have an outdoor space I not only can use, but love.Ken gave me excellent advice on what would work and I am more than thrilled with the results. Rose
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Managing your job is easier with the Rated People Homes App, download it today.


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Albert camus essay
Short Story Structure Flashback Example Writing Narrative Essays and Short Basic narrative structure is one of those principles that writers should. In each of these stories the Main Character changes in an attempt to solve the story's problem. Children's narrative: Narrative is a spoken or written message that follows essay about racism with works cited page the rules of story grammar, which recounts a chain. how the analysis of story structure is guns germs steel analysis fundamental to narrative story structure our understanding to the structuralist study of narrative Narrative Essays. Ways to tell a story and construct narrative. 'For the specialist in the study of narrative structure, this is a solid and very perceptive exploration of the issues. William Labov proposed a theory of narrative, which we call the Labov theory of narrative structure, although our narrative story structure version includes improvements due to Linde. Storyfix is proud to bring you a 10-part tutorial on the fundamentals of story structure. The first important thing to remember about a narrative essay is that it narrative story structure tells a story. Joseph Campbell was a comparative mythologist, not a corny screenwriting guru. Writing about narrative structure How to Explain Narrative Structures in you expose for your reader narrative story structure the path the author devised as a journey through his story PowerPoint on Narrative 128,075-1. It is both story and structure. After students read a short story or chapter of a novel, they can use the Narrative Pyramid to reflect on key ideas and details Narrative Structure in Fiction and Film. [tags: Personal Narrative Writing]. Narrative Structure, Plot Devices and Stereotypes Aristotle Plot - the sequence of events or incidents of narrative story structure which the story is composed Types of Narrative Structures. There is no specialized structure for a two-act play anymore than there is one for a Saturday morning. NARRATIVE VOICE Who tells the story? A writer needs to decide which narrative structure to use, Tips on Narrative Structure & The Writing Process Narrative Structure Made Easy
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This property has been sold.Search for Available Property.
502 Bryan St
Well maintained 2 bedroom 1 bath home, perfect for the first time home buyer or as an investment property. The eat-in kitchen has ceramic back splash and easy care laminate floor. Corner lot has a large side yard ready for a play set or bar-b-que.
From E Elm St go right on NE 1st St. Home is on the corner of 1st and Bryan.
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Other Land for Sale in Somervell County
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NOTE: The information contained herein is provided as general information only and has been obtained from sources deemed reliable. It is provided without any guaranty, warranty or representation, expressed or implied, made by Lands of America, or any related entity, as to the accuracy or completeness of the information. The information is presented subject to errors, omissions, change of price or conditions, prior sale or withdrawal without notice. Prospective purchasers should make their own investigations, projections and conclusions concerning the information.


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Stan Witchoskey
i have a large variety of voices i can do. Some that could be used in commercials/real life, some that could be used in cartoons, tv shows, or movies, and an array of impressions. Some that i believe i specialize in is 1. a News/Product announcer. 2. a high-pitched british man (mainly for comedy). 3. an old worn out man (again, mainly for comedy). and 4. the deep-voice, dumb guy (AGAIN, mainly for comedy). just to name a few
English (North American)
North American
Young Adult
Special Skills
Business, Cartoons, Documentaries, Movie Trailers, Music, Radio, Telephone, Television, Videogames
Payment Terms
Hire Stan as a voice actor. Payment is made through Voices.com SurePay, an escrow service that guarantees your work is done to your satisfaction. Send payment securely by Visa, Mastercard or PayPal through Voices.com then download your files from the website.
Watch a video to see how to make a payment
Next Steps
To contact Stan Witchoskey about your project, request a quote today. We'll walk you through the process step-by-step. It's fast and easy.
This talent has not uploaded any demos yet.
Title of Your New Demo 7777 Listens
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"The $100,000 Quiz Kid": An X-ray device built by a teenaged genius exposes Clark Kent's Superboy uniform.
Appearing in "The $100,000 Quiz Kid"
Featured Characters:
Supporting Characters:
Other Characters:
- Chester (Single appearance)
- Chester's x-ray camera
Synopsis for "The $100,000 Quiz Kid"
An X-ray device built by a teenaged genius exposes Clark Kent's Superboy uniform.
Appearing in "The Game of Kriss-Kross Krypton"
Featured Characters:
Supporting Characters:
- Two unnamed criminals
Synopsis for "The Game of Kriss-Kross Krypton"
To save Prof. Lewis Lang from overwork, Superboy induces him to play a Kriss-Kross Krypton game of his own design, and pretends that he is forced to use the super-power on each "power card" every time Dr. Lang draws one from the pile.
Appearing in "The Super Tales of Lana Lang"
Featured Characters:
Supporting Characters:
- African natives
- Africa
- House of Masks
Synopsis for "The Super Tales of Lana Lang"
When she and her father are sentenced to death by a primitive tribe for violating a taboo, Lana Lang staves off their execution by telling the chieftain continuing stories of Superboy's exploits.
- No special notes.
- No trivia.
Related Articles
- Superboy image gallery
- Superboy appearances list
- Superboy quotes page
- Lana Lang image gallery
- Lana Lang appearances list
- Lana Lang quotes page
- Martha Kent image gallery
- Martha Kent appearances list
- Martha Kent quotes page
See Also
- Write your own review of this comic!
- Discuss Superboy Vol 1 60 on the forums
- Cover gallery for the Superboy series
Recommended Reading
Links and References
- Superboy series index at the Grand Comics Database
- Superboy article at Wikipedia
- Superboy article at Supermanica
- Krypto article at Wikipedia
- Krypto article at Supermanica
- Lana Lang article at Wikipedia
- Lana Lang article at Supermanica
- Martha Kent article at Wikipedia
- Martha Kent article at Supermanica


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Fidelity Fixed Maturity Plan-Series VI is a closed ended debt scheme
Fidelity Mutual Fund has filed an offer document with SEBI to launch Fidelity Fixed Maturity Plan-Series VI, a closed ended debt scheme. The fund has six plans-Plan A to F. The Investment objective of the scheme is to seek to generate reasonable returns and reduce interest rate volatility primarily through investment in money market and short to mid term debt instruments having maturity, on or before the date of maturity of a Plan. The plan shall invest up to 100% in debt and money market instruments. It may also invest in foreign securities up to 25% of its net assets.
Since tenure of the plans ranges from 3 months to 37 months, the benchmark will be decided at the time of launch of a Plan depending upon the tenure of a Plan.
The minimum investment amount is Rs5,000. The scheme will be managed by Shriram Ramanathan and Mahesh Chhabria (assistant fund manager).
L&T Short Term Debt Fund is an open-ended debt scheme
L&T Mutual Fund has filed an offer document with SEBI to launch L&T Short Term Debt Fund, an open-ended debt scheme.
The investment objective of the scheme is to generate returns for investors with a short-term investment horizon by investing in fixed income securities of shorter term maturity. The scheme will invest up to 60%-100% in debt and money market instrument with maturity up to 24 months. And also invest up to 40% debt instrument with maturity greater than 24 months. The scheme may invest in securitised debt up to 50% of the portfolio.
The scheme will charge an exit load of 1% if redeemed before one year and nil for the redemption after one year. The minimum investment amount is Rs5,000.
Crisil Short Term Bond Fund Index is the benchmark index. Bekxy Kuriakose will manage the fund.
Ahmedabad-based air traveller receives a misplaced bag from an unidentified person without verification of the lost baggage claim; airline refuses any compensation
When Bharat Joshi took a Kingfisher Airlines flight from Ahmedabad to Delhi, his baggage went missing at the airport. Mr Joshi managed to get his bag back the same day, but he was shocked when he realised that the bag was delivered by a person who was not from the airline.
What was equally startling was that the person, who handed over the baggage, was apparently from an outsourced agency. So, has Kingfisher Airlines outsourced the work of delivering lost/misplaced baggage that has been located?
Mr Joshi told Moneylife that "the bag was finally brought to Gurgaon by a chap walking on the road. He belongs to some agency outsourced for delivery, (which) does not even use a car or a taxi. He even handed over the bag on the roadside, without collecting the baggage claim, as my relatives were following him."
Describing how his bag was misplaced, Mr Joshi said that one out of the five bags he carried on the flight on 27th March went missing. When he reached Delhi, he collected four of his bags, but could not find the fifth one. After a quick search at the airport, the airline staff gave him a missing baggage report.
After going back and forth to the staff, he was informed that his bag was lying behind the check-in counter at Ahmedabad airport and was not put on the conveyor belt to the aircraft. He was informed that the bag would be put on a Jet Air flight, scheduled at 3 pm, it would reach Delhi at around 5 pm, and that it would be delivered at his residence at around 6.30pm.
Kingfisher Airlines officials also denied Mr Joshi any compensation for the mess-up. "I requested for interim compensation, but I was told that, if I had checked each bag individually it would have been allowed, but since the bags were checked in together as a group, no interim compensation (will be given) as per group policy," Mr Joshi said.
This raises another question whether no compensation will be given if one out of several bags is lost? And what would a traveller do if, unlike in the case of Mr Joshi, his baggage cannot be traced? The answer is, perhaps, best known to Vijay Mallya, the owner of the airline.
Meanwhile, in response to an email by Moneylife, Kingfisher Airlines said it wants to get the facts right before commenting on the specific case.


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Presented by Ruthie Pyles, Director of Admissions and Recruitment, and Jared Barlow, associate director of Admissions and Recruitment Business School in W. P. Carey of Arizona State University.
In deciding what to participate in the MBA program, once it has been recorded on more, it is likely to start by making a list. When you do, be sure to include these criteria in choosing the best program for you:
FREE download GMATPrepLocation. Location. Location. Each location has advantages and disadvantages. You want to be in a small town or a big city? Are you a person who needs to experience the four seasons? Or are you a person who wants sun each day? Think of the family. Is it important to have your family close to you, or is ready to branch and seek new adventures?
Let's talk about the industry. Depending on your area of expertise or functional area of interest, you are a person who needs to be near the coast of the Pacific, Asia or Australia? Or are you a person very interested in the banking sector who want to be located near Wall Street or elsewhere on the East Coast? Discover the types of businesses that serve a community or a region of the desired world could be an important factor to consider.
Let's talk about community. Each university is postulated have a vision – for both the school and the community. Is that the vision you have for your business school and post-business school career?
Consider your brand. What areas of your brand you want to develop? The school can meet those needs? Look for a school that has experience in these areas. If not, is it really the right program for you?
Ask. Start asking questions. Talk to current students, staff and alumni. Learn about mentoring opportunities, executive connections or leadership speaker series, which provokes reflection. Is the school locally and globally connected? Does it provide ways to connect without an equipment room and outside academia? Are teachers and staff focused on being responsive to a business environment is constantly changing, and not be complacent in the way things have always been done? Is the institution helps you create partnerships and provide advocates who are there to support you even after you graduate from the program? For example, the Business School W. P. Carey has a network of alumni of more than 90,000 and continued assistance in his career.
Finally, let's talk about money. Financing your Master's degree will not be an easy task, but it will be an investment in itself, and an investment in their future. It is important to evaluate all your options and compare their financial packages in each institution. I warn you not to make your final decision based only on the lower dollar. Many priceless items such as friends, travel opportunities, clubs and organizations and networking opportunities are not as easy to quantify as it helps you achieve your leadership and career potential. In many ways, your MBA experience will be invaluable.


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We've been trying to get pregnant for over a year now, and I'm just coming off my 2nd cycle of clomid. We tried provera & metformin for about 7 months with no luck, and had recently switched to clomid & metformin. !st month on clomid was 50mg with metformin, no ovulation, progesterone was at .56. 2nd month on clomid was 100 mg with metformin, no ovulation, progesterone was at 1.5. She wants to try a month at 150 mg of clomid to see how I do, but with my levels being so low, could an extra 50mg of clomid really make a difference? She also gave me the option of referring me to an RE. I've talked to her about trying IVF (the hubby and I have agreed to 2 rounds), but I'm not sure where to go from here?
a BabyCenter member
Asked 6/11/13


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Prime Minister Alexis Tsipras' statement following the conclusion of the government meeting on the management of issues related to the refugee flows
Today we held an extraordinary Ministerial meeting, which I chaired at the office of the Deputy Minister for Immigration Policy, Ms. Tasia Christodoulopoulou, to examine the acute problems we've faced in the past, and especially of late, due to the soaring influx of refugees and migrants, particularly on the islands.
This is an issue that isn't solely confined to Greece. It's an international issue, a European issue; we have tens of thousands of people arriving in Europe daily through Greece and Italy seeking to escape their countries' problems. Thus, we have to deal with an issue that has assumed enormous proportions, a European problem which has assumed enormous proportions, precisely because of the prevailing conditions in the refugees' countries of origin, mainly in Syria, as well as in other countries that have experienced protracted wars and violence.
It is clear that the influx of refugees and migrants is a result of the military interventions carried out by the West, particularly in Syria and Libya, as well as in Iraq and Afghanistan, in the recent past. However, it is the host countries, unfortunately that are called upon to exclusively deal with this issue–and it is grave one–both for Italy, as well as for Greece.
The Greek government has highlighted the European dimension of this problem and has requested, in two successive Summits, that all existing tools be utilized, as well as new emergency European funds to tackle the problem. But above all, we've asked that the principle of sharing responsibility be followed, per the European Union's founding values of solidarity and shared responsibility. I'd like to call attention to the fact that for the first time, Greece was included in both the first and second Summit decisions – I mention this because it was not obvious in the original plan.
There was special reference to Greece and Italy during both the first and second meetings, as the two European countries for which the possibility of providing special funds, technical teams, technical means and special experts must be considered, as well as a number of refugees to be sent to other European Union countries. Unfortunately, because of the persistence of some countries, it was decided that this should be done on a voluntary basis. And here arises a serious problem: the principle of solidarity cannot be treated in an a la carte manner and voluntarily by certain countries. It is worth noting that the newest members of the European community refuse to adopt the principle of solidarity, and request instead that the host countries mainly deal with the problem. Our cooperation with the countries of the South–the host countries–remains constant, as we attempt to face the problem together. And we will continue to do so.
During today's inter-Ministerial meeting we focused on operational planning to address the acute problems we're facing. We reached the following decisions:
We agreed that the Minister of State, Alekos Flambouraris and the relevant Deputy Minister, Tasia Christodoulopoulou, would oversee the ongoing coordination of the relevant Ministries and Ministers. The goal of this ongoing coordination is to immediately address the overcrowding of the islands' reception centers, reinforce the infrastructure at the first point of reception, improve refugee identification procedures and make the earliest possible transfer from the islands to the mainland.
Secondly, we decided to expedite procedures for the immediate establishment of a Special Management Authority per European legislative framework that we voted on in the last bill on citizenship. This Authority will be able to directly utilize relevant European funds, both for border security and for the integration of refugees into society. I have instructed that licenses to be issued to enable the Authority's functioning in the coming days, so that we can immediately make use of the European funds attained at the last Summits to address the problems of refugee reception and integration.
We also decided to undertake all possible initiatives to highlight the international dimension of the problem – I repeat, the problem is not confined to Greece: it is international, it is European. With relevant representations both to the EU and to the UN, and by strengthening cooperation and diplomatic efforts with neighboring countries, particularly with Turkey. As you are aware, there is a significant accumulation of refugees in Turkey at the moment—the number is quite large. This is why consultation and cooperation with Turkey is necessary, not just for Greece, but also for the European Union, and why relevant support and funds must be directed there.
I formally submitted a request for this at the last Summit, where the decision was made to hold official EU talks with our neighboring country.
Talks between Greece and all of our neighboring countries are of particular importance in order to coordinate the best possible control of refugee and migration flows.
Additionally, we decided to undertake broader initiatives to inform both the governments and the people of Europe about the depth and the impact of the problem currently faced by Greece.
Lastly, we decided to undertake all initiatives to use existing state infrastructure, as well as to mobilize local government infrastructure, and to make use of volunteer efforts by civil society, NGOs, volunteers, citizens who stand in solidarity, who have already taken significant action to address the problem.
As I announced in the Parliament last Friday, we've identified a relocation site for the refugees from the Pedio tou Areos area, and the transfer process is being intensively implemented now by all state services. There was a delay because of the need to find a location within the city limits, which would be accessible to the refugees, but which would not be a purely residential area. The electricity and water company crews had to first ensure that electricity, water supply and sanitation were available. Their work will soon be completed in the coming days, and services provided will be available in every small residence that will house the refugee families. Our goal is to create a welcoming area where the refugees will live in dignity, and in sanitary and humane conditions.
I would like to thank both the Municipality and the City Council of Athens for their contribution. I'd also like to highlight the extremely important contribution made by volunteers, who transformed the Pedio tou Areos area into a solidarity park for our fellow men and women that are seeking a life with dignity.
Our efforts to face the problem will be ongoing, despite the fact that this a tremendous strain on our country. Greece is a country in economic crisis. However, it is also facing a major crisis, a humanitarian one, in the midst of the economic one. We will do everything possible to fulfill our obligation, to give from our limited available funds to these people in need. We will also do everything possible, however, to illustrate the true dimensions of the problem, which exceed the abilities of our country. This is a European problem, and as such must be addressed with the founding principle of solidarity.
The EU serves no purpose if it will be a Union of individual states where each serves its own interests. It will be a Union with no prospects and future. The issue of Greece is already testing the EU. In my view, the outcome regarding the economic crisis was negative. I hope that the EU will respond positively to this important humanitarian issue and act with solidarity in its treatment of the refugee flows. It is not possible for host countries to be warehouses of human lives, nor can the Mediterranean become a sea-cemetery. Of course, border controls and preventive and essential monitoring must be stepped up within the legal framework. However, we cannot lose sight of the fact that these people are seeking a better life, and it is certainly not part of our value system or mindset to sink crafts with small children and defenseless people. Of course the borders must be monitored. This can only happen with substantial cooperation between our country, the EU and the neighboring countries, in order to effectively respond to the refugee and migrant flows, as well as address the underlying causes of these flows–causes that include wars and interventions carried out in these countries, where today, we are reaping the chaos of the seeds that were sown.
However, we believe that with a plan, with determination, with solidarity – a characteristic shared by many Greek people; after all, the refugee issue is part of their DNA: the Greek people were for many years refugees from Asia Minor, as well as from Greece to other countries in Europe, and to America – the Greek people can face this problem. We will face it on the basis of these values, but we will also demand the EU's greatest possible contribution to address this common problem.
Those who tried to exploit this acute problem over the past six months to fuel partisanship and their own petty agendas will be exposed. They were exposed, in part, after Easter when they claimed that the migrant and refugee flows were due to the political change in Greece. Shortly thereafter, the tragic events in Lampedusa occurred, which refuted their claims. Similar claims are once again being made—and while I believe that Greek society is aware of the truth—I am addressing those who are cavalier regarding the spread of racist ideas and intolerance, a spread of ideas that has led to the Golden Dawn increasing its parliamentary influence. I am also addressing the Media as well, because some – obviously not all – but some have nurtured this phenomenon. The migrant and refugee issue should neither fuel partisanship nor petty political agendas. And whoever attempts to do so, will be exposed. This is an issue that requires cooperation among all political forces, regardless of political and ideological approaches, to find ways to address an acute problem. And as far as we are concerned, as a Government, we will do exactly that, and we will ask for the contribution of all forces and all citizens.
Thank you very much.


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Studying a bit differently than at home university
- Piotr Kowzan, MA
- Aleksandra Kurowska
- Magdalena Prusinowska
- Małgorzata Zielińska, MA
The purpose of this article Edit
The aim of this article is to present different sources of learning while studying abroad. All the four authors of this text have at least twice taken the opportunity to study in a different country, not only being exchange students at foreign universities (in Linköping and Bremen), but also enrolling to Folk High Schools or doing an internship abroad. We have also met other international students and used the opportunity to inquire about their experiences. (przypis: this was done for the sake of other research, see: Kowzan (2005), Kurowska (2006), Prusinowska (2005), Zielinska (2006)).
Students have travelled to foreign educational institutions since the beginning of the history of tertiary education. Nearly nothing has changed apart from the extent of this phenomenon and the institutional support it has been accompanied by. Surprisingly, there has not been much research on the subject.
We will attempt here to create a mulitidimensional picture of the international students' course of learning, showing both the most easily noticeable sources of learning as well as the more subtle ones. Due to this, some of the conclusions in this paper may seem obvious and trite, but we still feel the importance of attempting to make the delineation as complete as possible. We would like to provide an insight into the reality, that we know from our own experience and in this way to contribute to the knowledge about this vital part of academic life, that student mobility seems to be.
Method Edit
It would be untrue to say that we used a particular method of empirical research in order to obtain certain results presented in this paper. Our stay abroad was indeed not intended to serve a particular research goal. However, being students of Educational Studies, we were intrinsically motivated to reflect on the period of our stay abroad. The question of the difference between learning at one's home university and the one abroad arised and we have been accompanied by it since the very beginning of our stay as "international students." (przypis: In this article the term international student will be used in its broadest sense to refer to all students who travel abroad from one institution to another.) This article is the result of our reflections (based on observations and interviews) and later discussions on the subject.
Probably most of the researchers who have already tried writing an article with someone else know how big a challange it is. Nowadays, new technologies (e.g. the wiki technology, which we have used in our work) make this task much easier, but we have still found it problematic to reconcile different points of view and styles of writing of all the authors, especially that there were four of them and they lived in three different countries during the process of writing. Generally, none of the parts of the article has its own author, but they were all repeatedly changed by all of us until we have reached a consensus. This way, we have melted our experience together, which makes it maybe not exactly objective, but at least more 'multisubjective'.
Different sources of learning while studying abroad Edit
It is said that travelling broadens the mind. One of the Turkish proverbs goes even further saying that "Travelling broadens the mind more than reading". We are not going to ponder here over the accurateness of this statement, but we would like to draw attention to the multitude of advantages of learning by being an international student. The scholarship may indeed be a great chance to enhance one's knowledge, all the same, studying abroad means not only spending the number of hours at the university, listening to the lectures and participating in seminars. It is also, or even mainly, the opportunity to open your eyes wider, feel astonished and thrilled, be confused and dissapointed.
Studying abroad may give students a chance to derive knowledge from various sources, such as attending the university courses, spending time in the library and ´learning by doing´ during the internship that can be organised by the host university e.g. teaching practice at Linköping University. Students are also tested from being patient enough to face the bureaucrecy, to deal with financial problems and the loneliness in a foreign country.
What is interesting, also the spare time abroad seems to be significantly more valuable than its equivalent at home. Spent mostly with foreigners (Kowzan, 2005), it gives students a chance to meet cultural differences and take part in the other people's festivities and their everyday activities.
Elisabeth Murphy-Lejeune, who have studied the problem of student mobility draws similar conclusions:
- "The main research outcome is that practically everything in the European student experience may be assessed as a benefit. In other words, even the negative or difficult aspects of the stay are eventually perceived as enriching, adding significantly to their life experience in the present and potentially beneficial in the future. (...) Travelling and living abroad for a period of time (...) implies crossing into a new time – space, discovering new horizons where old and new blend, going through tempest and calm, avoiding rocks and perils, unearthing strange customs through secretive languages, pioneering new methods and strategies to negotiate the unexpected, exploring one's resources, meditating over sameness and difference, trying out potential identities, and all the time learning." (Murphy-Lejeune, 2001, p.230-233)
During our observations, it has also been discovered that students are frequently being confronted with the situation when they are defined by the others according to the nationality. This might cause various reactions, depending on one's attitude to being labeled. We have identified here three strategies, that is:
- agreeing on one's role as a spokesperson of the country of origin
- negating it, stressing the uniqueness of the individual
- accepting the role of a spokesperson but emphasizing one's own distinctiveness
This way, students learn something not only about the country they came to, but also about their countries of origin.
The issues mentioned above along with a few other ones are parts of the broadly understood 'different studying'. In this article we have enlisted the following sources of learning:
- taking part in lectures, seminars
- studying on one's own in the language laboratories, libraries etc.
- learning by practise (internship)
- learning by interaction with others
- experiencing a different educational system
- learning through being in a different country
- learning by dealing with challenges
- getting to know your own country being outside of it.
We are going to develop these ideas in separate sections.
Courses Edit
This source of students' learning seem to be the most obvious one. Indeed, most of the international students choose a number of courses at the host university. Seemingly, there is no significant difference between taking courses at students' home and host university. Such courses as e.g. American Literature or Financial Accouting can be studied almost everywhere and if their value is officially defined by the same number of ECTS points, they may seem interchangeable.
However, there are several cases when students might choose the stay abroad due to the courses offered there.
Firstly, it is possible to choose at the host university a course which has nearly nothing in common with a 'homemade' programme. This may give students a unique chance to experience something new and make their education more all-round. Students can also use the opportunity to reasure themselves if they have made a good choice of the subject of studies. For example, some Social-Science-oriented students can feel a need to attend a course designed for future engineers and decide if it is worth studying or not. This problem of the relevancy of the courses can be examined even further, since some students take the opportunity to attend courses in foreign Folk High Schools. These schools offer a variety of courses from journalism and ornithology to astrology and pottery (przypis: see e.g.: www.folkehojskoler.dk). Basing on our observations and discussions, it seems that the way how the students connect this experience with the academic knowledge depends on how well they had been prepared for being abroad and how much they reflected on this experience when they came back to their home university.
Secondly, students can experience methods of work that they could only read about before. Students are given real examples that not only the term 'team work' has its cultural hues but the term 'discusion' as well. And even in the field of the same academic discipline, there are different approaches, references and paradigms in use.
Finally, students can attend a course that has the same name as the one at home university but those who take part in it make the course unique (e.g. because of their international background). If we assume, that the activity of students has the impact on what they learn (as in the unauthoritarian approach to education), then it is evident, that courses at the home and host university cannot be equal.
There is also a problem of "an opportunity cost." (przypis: the term is borrowed from economics where it is used to stress the lost of the second best alternative). It means that by taking a course at the host university students can lose what they could get at the home university. Some knowledge can never be found by them, because of taking another course instead of what was previously designed in the study programme. Not all univesities are ready for that. Obviously, the role of 'gaps' and 'surpluses' in one's knowledge depends on the profession that students are being prepared to do. But in practise, judging from our experience as students of the Institute of Pedagogy, we can say, that international students tend to be rewarded because of what they bring back home, and what is more, they are not 'punished' by what they have lost. What makes the "opportunity cost" barely perceptible at least in our case.
Studying on one's own Edit
Being an international student is by and large a temporal experience. However, while students in the same way as tourists recognise facilities at the host universities, unlike the latter they have the possibility to enjoy them.
The very first steps of students engaged in the process of their learning lead them to the library. Reading different books not only by unfamiliar authors, but sometimes in unknown languages (the international environment can help with that) can increase the variety of perspectives and help understanding the issues that students are interested in. Therefore, many learners may choose a particular university only because of the richness of its library.
Also, the availability of some materials specific for the host country or for the university that is particularly known for research in this field, may attract students from all over the world. Thus, the literature-based research, that students conduct during their courses contains new points of view and can have a deep meaning for their future academic development.
Experiencing a different educational system Edit
As it is generally known, the system of education is not the same in different countries. Many factors, e.g. political, historical or philosophical ones, influence not only the general structure of the system of education, but also the paradigms underlying it, methods of teaching/learning and patterns of communication.
Experiencing a different educational system may be a vital part of students' period of stay abroad. There may be several advantages of this fact. Needless to say, this situation is especially profitable for the students of Educational Sciences. They can experience all the differences instead of only reading about them.
Furthermore, all the students, not only the ones mentioned above, gain from this situation, since they compare the way in which they were tought before with what they have found abroad. The former ceases to be the obvious one. Through this comparison and distance students can develop their own method of learning or at least an attitude to the existing choices. It may be crucial to their learning awareness and inspiring for further educational experiments.
Let us take a closer look at the example of Danish Folk High Schools. One can learn there the basics of some academic subjects, as well as how to sing, paint, cook or to felt hats and gloves. However, the most striking difference between learning there and at a Polish university is not the subject of study but the way of gaining the knowledge or skills. There are no exams and no certificates at the end of the courses. One can experience how different simple learning can be when students discover that almost everything is negotiable. With no external pressure and no tests to learn for one can easily become lazy or even feel bored. Consequently, students will not be able to benefit from the opportunities they are given, unless they find their intrinsic motivation. Even if it takes time its worth is undeniable as this motivation can be long-lasting.
Moreover, Folk High Schools, being boarding schools, add to students' experience also an important aspect of living in a small community – one learns with other students and through being and acting with them, which assures good training of interpersonal skills.
Comparing to our universities Danish Folk High Schools are also relatively more democratic. The relation between students and teachers is therefore significantly less authoritarian. It is precious (not only for students of Educational Sciences) to meet teachers who really work as facilitators, because just reading about such an approach does not provide a complete understanding of it.
For the students who intend to be teachers in the future, participating in programmes like Socrates Comenius gives an opportunity to work in diverse educational situations. One not only observes but also takes part in everyday school work and through that learns new techniques, approaches and learns how to deal with new problems. To be a language assistant in regions like Catalonia in Spain gives an opportunity to analyse approaches toward multiculturalism in education. It is a challenge to enter a school which was given a special status due to the percentage of immigrants (40% - Gypsies, 16% - Arabs, 10% - originating from South America) and other groups facing problems of social exclusion (e.g. unemployment in their families) in the local community (PRZYPIS: The Doctor Fleming Primary School - data for 2006).
The complex multicultural situation is also characteristic for Germany, where the rate of immigrants is relatively high. In such conditions, integration in the classroom seems to be more vital than any foreign language teaching. In case when the class (PRZYPIS: Burgerschule,Primary School, Husum) consists of 19 pupils, 9 from whom came from: The Philippines, Russia, Turkey and Poland, the German language acquisition is sometimes still on the very basic level, stonewalling the comunication. Teaching a foreign language seems to be problematic there, even inappropriate, because of the low level of the second langage (German). The language assistent, instead of teaching his or her mother tongue, learns how difficult the integration is and what kind of methods can successfully lead to it.
Learning how to deal with the multicultural environment gives therefore students a unique chance to prepare for similar changes that might happen also in Polish schools.
One can observe, learn and act – the results of that process can be changes in one's own educational practice but also in the host school that have to explain parts of their reality that seemed obvious before. The interchange is one of the main values of studying abroad.
Learning through being in a different country Edit
One of the most obvious aspects of learning as an international student is getting to know the host country. It can include for example: learning the language of the country, discovering local culture and cuisine, as well as the different political and social system.
1. Learning the language
Many students choose to go to the country which language they already know. In such a situation their stay abroad improves the level of proficiency. Even if the most commonly spoken language at the university is English they are still surrounded by the local language - in mass-media and in the city.
What is more, also the students who came to the country without knowing the language at all can learn considerably fast. If they have some contact with the locals and a chance to participate in everyday communication in their language (or only listen to it) then they can learn by acquisition which is considered by some language linguists as the most beneficial way of achieveing competance in language.
Both of the groups can also benefit from language courses offered by the host university. Naturally not all the students will welcome the chance of learning the local language as they might have different goals. However, most of them will probably get to know at least some daily life phrases used in shops etc.
2. Getting to know different political and social (welfare) system
When students live for several months abroad, sooner or later will they realise the differences between some aspects of life there and in the country of origin. If one reads the newspapers or watch news, they will do it even faster. However, they will face some of the differences even without taking any effort. One of the examples can be conflicts (social, ethnical, etc.) that can be also visible in the educational institutions. For instance, during the Socrates Comenius Meeting in Madrid (2006) students were told to learn Spanish (Castilian) not Catalan because this is the official language of the country. However, in Catalonia, Catalan is the official language as well. Thus, one is thrown into the very centre of the national conflict even without intending to.
The more inquisitive students will also find talking with the locals as a very good source of exclusive information on the situation of the country. However, there are some problems connected to this, e.g. not everywhere people want to talk about politics.
International students often learn a lot about social systems because they simply are beneficiaries of it e.g. receiving governmental scholarships or even using students' facilities. Using health care system is an example how European Union structures cooperate (or not) – even if one has information about it in advance, verifying is necessary and sometimes surprising.
3. Getting to know a different culture, literature, cuisine.
Another seemingly obvious aspect of learning while being abroad is that one gets to know the country's culture. Clearly, international students have a chance to extend their experience beyond an ordinary tourist's reach. Not only can they visit more museums, galleries and libraries, but also observe everyday routines of local people, social interactions in various situations or celebrations of different festivals.
In addition, students spending from 3 to 10 months abroad, can become acquainted with a wide range of local food, as some of the local specialities are connected to a particular festival or season. On the other hand, it is also possible that one chooses an 'international' diet. The reasons are diverse: economical, personal or religious. It is not difficult to resist the most praised hams of Spain, if one is a vegetarian. However, one cannot ignore them as they are almost in every shop and their smell is very strong.
There is one more thing that distinguishes studying abroad from learning about the foreign culture in one's own country. It is the advantage of observing the culture from minorities' point of view, which otherwise is very difficult, due to the dominance of the majority also on the international scale (e.g. official materials about minorities' education are hardly available). Such a situation takes place for example when one is a student in a Danish Folk High School in Germany (Schleswig/South Jutland) or works in a school with diverse minorities in Catalonia. Especially that Catalonia deals with majority-minority issue also as an autonomous region of Spain.
Students' observations and research conducted in those local communities may be valuable for their home universities. A student who can for instance give an account of specific educational situation can be a source of information not easily available otherwise. Thus international students not only gain knowledge about other countries but also can become ambassadors of their host country.
Learning through meeting other people Edit
As far as we have observed and researched, international students - at least Gdansk students during the Erasmus exchange - spend their spare time mostly in the company of other international students (89%), almost as frequently as with other Poles (74%). Only 22% of these students spent their spare time with local students and just 7% with other locals (Kowzan, 2005). (PRZYPIS: However it is not clear how much of the time in foreign country can be defined as 'spare') These numbers may indicate that students are alienated from the locals.
Learning from other foreigners Edit
In this context we also regard 'social entertainment' as a source of learning. Meeting with 'strangers' gives the opportunity to discover something about their country of origin, their language, and that we might have had unfair sterotypes about them. Social life, being together for fun, trying to fit in the informal groups may be the important factors of learning. There is much information one can derive from other students and make an advantage of their practical knowledge. Through observation and dialogue students can discover each others' culture, values and opinions.
In Germany students usually live in WG (Wohngemeinschaft) - big houses adapted for a number of students. It might be that there are 10 studnets living in one house, sharing the kitchen and bathroom. These students come from diffrent countries and speak their own languages. Sometimes the only way to communicate is the body language and sometimes the situation force them to learn the language they would never think of. One of us has experienced the situation, when the only chance to communicate with the flatmates was to learn some Russian phrases. Combining those phrases with Polish and English was a good way to convey the basic meaning.
Of course, it is not only the language one can learn, but the cultural and religious aspects as well. We have all experienced spending long hours comparing different traditions, religions, women's status and minorities righs. It appeared to us as more significant than any other way od learning.
Learning from the locals Edit
Probably the most of the students who want to get the insight into the culture of a foreign country would like to contact people living there. There are understandable profits of such a meeting. But communicating with locals might be not the easiest task according to the experience of many international students. It is however difficult to make general conclusions about the quality of the relation between students and the locals. This might depend of number of factors such as the general openess of the local community (it might be e.g. different in Spain and in Scandinavia), students cultural awareness sharing a common language, students' inter-personal skills and other circumstances. We will try to ilustrate it with the following examples.
Example 1
One of us has experienced that the contact with the members of the local community may be divided in 4 stages. Firstly, students often try to fit into the local society (with all its rules and rights) by withdrawing from their nationality. It can mean to stop thinking e.g. as a Pole and in this way, leave some space for new experience. The next stage sometimes involves astonishment, incomprehensibility, amusement or even disappointment. After having more or less successfully overcome the cognitive dissonance international students tend to go to the third stage. During that stage one tries to learn local customs: smile as often as locals do, say hello to strangers, wish everyone a nice weekend, talk with the bus driver while going somewhere, welcome unexpected guests in students' apartment etc. All those rituals help to fit into the society. However, the foreign students are regarded as newcomers, temporal guests who receive the status of visitors. This fact seemed to be the main reason of the locals' attitudes such as indifference and even isolation. It's not open hostility or a physical aggression, but something you could call the "symbolic violence". P. Bourdieu mentions the relations between the American teachers and students. So called "subtle instrument of repression" appears when someone retreats from showing positive feelings just to punish or inform one about the attitude (Bourdieu & Passeron, 1990). The corresponding situation can sometimes be noticed in the locals – newcomers interaction. The locals´ attitude might have been defined in the particular situation (experienced by one of us) as indifferent, lacking in dialogue or separative. The newcomers primarily tried to join the groups but eventually agreed to work in small "Socrates communities" as locals often preferred to cooperate with each other. In addition to that, the similar situation can take place in pubs, cinemas and discos. To speculate about the reason, one can indicate on the language barriers. The foreign students sometimes use their own language which is a hybrid of English and the language of the host country, enriched by some unidentified sounds and gestures. Among the non-native speakers no one feels ashamed of using inappropriate German, when being in Germany. The only aim is to convey the message without fear of being analysed and judged. This particular experience can illustrate the problem: one of us found isolation from the locals the only way of feeling safe during the Socrates Erasmus Programme. It can be perceived as the fourth stage – withdrawal from the attempt to fit, to integrate.
Example 2
Two of us, who spent one semester in Linköping, have also experienced some problems with establishing contacts with the locals. We were disapointed by the fact that no one - apart from university teachers - was interested in getting to know us. It might sound a but naive but coming from the country where the foreigners are still a bit exotic, we acpected some more attention. Initially we wanted to share accommodation with some Swedish students but we did not receive a positive reply to any of our numerous e-mails. However, we succeeded in finding a group of locals with whom we could establish satisfying contacts, owing to the fact that we had found a local chessclub where we could communicate on the gound of shared interests.
Example 3
The situation was different when one of us came to Spain as a language assistant, surrounded by locals and hardly any international students. The natives from Viladecans (Catalonia) started even an action of finding people who could speak English with the language assistant (it was the only language of communication before the assistant learned some Spanish and Catalan). The assistant was receiving a lot of e-mail addresses and telephone numbers because people from the school were afraid she was feeling lonely. From the beginning the assistant's social life was connected with local people. It simply isn't easy to find a group of foreign students when one is working in a primary school in a non-university city. On the other hand, why should one look for them if locals are so friendly and open. It seems that the communication language can be the main factor which influences such a situation. English being medium of communication is in a way neutral. Locals stressed the importance of practising their English while meeting with the assistant. There was an interchange and both sides gained: knowledge about other country, a chance to practice foreign language (English) and companionship.
Learning by dealing with challenges Edit
Due to the multitude of possitive episodes and impresions students might have a temptation to reduce their experience only to the most pleasant dimensions. However, apart from the nice, 'postcard' perspective, there are also plenty of different kinds of barriers that students have to deal with before, during and after the exchange.
For instance, filling all the necessary documents can be a real challange. Moreover, it seems that rules of bureaucracy are changing in time, so it is hardly ever possible to get useful hints from those who went through the process. There is hardly any similarity between procedures in the Erasmus Programme and e.g. in Comenius. Even though they are both parts of the Socrates Programme. Students definitely need strong motivation to get what they want.
Besides, there might be financial problems. Though students get a scholarship for Erasmus exchange, the exact time of receiving money is difficult to forsee. That might be one of the reasons why, when 46 students from the Gdansk University were asked (Kowzan, 2005) if they had managed to find a job in a host country during Erasmus exchange, only 13% answered that they did not try. 26% succeeded in finding a placement.
Getting to know your own country being outside of it Edit
Scholarships abroad give not only the experience of being "the other" but also opportunity to discover ambiguities of being (or just being perceived as) a member of a group/society. In our cases it meant that we had to face questions like: What does it mean to be a Pole? What is the image of Poles and Poland in that particular country? As mentioned earlier, three strategies can be applied in such a situation (followed by several possible mixed types).
The first one is agreeing on one's role as a spokesperson of the country of origin. There is a question which part of home country or society one should present as the most representative, because simplifying is necessary if one does not have much time for a conversation or if one's interlocutor wants only a gist of Poland. The eager spokesperson can easily reproduce stereotypes but Polish stereotypes about themselves can be an important piece of information.
The second strategy is negating the role of a spokesperson and stressing the uniqueness of the individual. Such a person creates one's own image often by opposition to stereotypes and in that way involuntary or unconsciously is a source of information about one's culture.
The third strategy is accepting the role of a spokesperson but emphasizing one's own distinctiveness. This often means an attempt to identify oneself with a mixture of national symbols, traditions which were often not significant in one's life before. A student abroad can feel obliged to present the country of origin that they will have to look for information, discover old traditions in order to present them. However, they will still distance themselves from some aspects of their 'national identity' and present a critical approach.
To stress diversity of the issue we would like to present some impressions of our experiences as spokespersons of our country.
Example 1 The Independence Day In Sweden
Once in Sweden we were looking for a good date to meet all other Polish students and talk a little bit more. We found that there was The Independence Day coming. But what to do during this day? Are there any customs or celebrations that we could also show to other students? While living in Poland the holiday did not have any particular meaning to us except for having another day off. However, being in Sweden we felt the need of sharing our traditions and holidazs with others. As a result we have organised a meeting of Polish students open also for other nationalities. We prepared some Polish traditional meals that are usually served during Christmas, we wore red and white clothes and spent the evening sitting, eating, drinking Polish vodka and talking - paradoxically only in English. We are still under the impression of the upparently strong need of celebrating the Independence Day for the first and until now (2 years later) the last time in our lives.
Example 2 The Former Pope's death - Germany
There was a moment we lost the contact with the 'polishness'. When Pope John Paul II died, we weren't really sure what had happened. Contrary to Poland, in Germany there was hardly any information about the Pope's health condition. The media were limited in their commitment to the Pope's subject. One of us could hardly believe that in Poland people were praying and crying, students organised some vigils, shops were closed. In Germany the life went on. For some Polish students, it seemed to be obvious that if not Germans, then at least students from Spain or Italy will feel the lost of the Pope. Paradoxically, the only man showing his grief and sorrow was the one from China. It appeared, for some of us as inappropriate to show grief in international community, not to disturb the atmosphere of entertainment. In this case, the 'polishness´ was considered as not 'politically correct'.
Example 3 The Former Pope's death - Denmark
Presenting religious aspect of Polish culture was problematic, I was using my memories from childhood and information from media not forgetting to stress my distinctive attitude. The situation when I had to face the stereotype of all Poles being (radical) Catholics was even harder for me because of phenomenon which took place after John Paul II's death. I was observing news from Poland in astonishment. After the Pope died Polish media were filled only with topics connected to him. Poles were gathering and praying on streets, football fans of competing teams declared suspension of hostility and all concerts or other cultural events were cancelled (I could understand disappointment of people being forced to grief with majority). I myself watched a film about the Pope's life on Danish TV, which I wouldn't probably do in Poland but at that time I felt the need of doing something to be closer to the Polish phenomenon, maybe even to be more Polish (no matter how blurred it might seem). On the other hand I couldn't understand Poles staying abroad and claiming that parties should be cancelled and accusing media of not showing enough interest in the Pope's death. Neither could I understand why the headmaster of my Danish Folk High School during one morning meeting condoled with all Poles from the school. In fact, I felt again forced into the stereotype and I did not know how to react. Should I thank?
Example 4 What Poles don't know about themselves
In fact, facing stereotypes might be the most challenging task. Some of them could be painful, some just funny and unbelievable. Just to indicate some of them: there were 3 girls from Latvia who kept on assuring other students that Poland is famous from producing the worst chocolate in the whole world. During the language assistantship in Husum, one hundred students (from Berufliche Schule des Kreises Nordfriesland in Husum, aged 15 - 26) were asked about Poland, the facts and feelings (Kurowska, 2006). According to the results of the survey , 30 % regarded Poles as the criminals (klauen), 21 % distinguished Poland as the cheap country (ein billiges Land), 17 % indicated that Poles drink a lot of vodka (trinken viel vodka) and the same number of people - 17 % regarded the Polish nation as nice people (nette Leute). 9 % pointed out that Polish people are poor and, finally, 6% believed that Poles eat rats. The unique lesson how we are perceived abroad was surly unforgettable.
Students learn a lot through observation, participation and by dealing with stereotypes. In addition, they also learn form experiencing cultural shock, which generally appears two times. First, when students abroad have to deal with reality which is easy to be found as somehow odd. Then, when students come back home and discover that the country - they were spokespersons of before - has already changed. They have lost something from their own culture. They do not fully understand what is happening again.
Learning as an addiction? Edit
In many cases going to another place to learn is a students' crowning achievement, especially when it is taken at the end of studies. In this situation the knowledge that they get at the host university do not have any impact on the academic society that they originally came from.
Besides them, there are many international students who - despite being at the host university - are still in the middle of their studies. They are faced with a kind of international students' lifestyle represented by those who travel from place to place just using possibilities that are waiting. It takes time in front of the computer to become familiar with the wide offer of available scholarships. As a result some students loose something from their stay abroad, because they spare no effort to sustain the travelling way of life. Probably, even though they seem to be very engaged in a university's life, no certain university is a permanent part of their identity. In other words, it can lead to situations where the university is considered to be a kind of a tourist office.
Definitely, there are also students who are attracted to the educational aspect of travelling and not to travelling itself. In both cases searching and applying for next scholarships all over again keeps students busy. The best proof that studying abroad is already the students' lifestyle is that already now (writing these words) some of us are participating in international educational projects abroad (Germany, Catalonia) and still there are plans to take part in other scholarships/projects in the near future. To show it a broader context, we can add that among 46 Gdansk students with the Erasmus experience (Kowzan, 2005), 52% said that they are going to travel taking another scholarship.
Conclusions Edit
This paper has given an account of the different sources of learning while studying abroad. This study has found that international students can generally benefit from almost all aspects of their stay in a foreign country - from attending academic courses to spending free time with other foreigners. However, looking at all the examples presented in this paper, the following conclusions can be drawn:
- some of the sources of learning (such as attending courses, using libraries or establishing contact with the local people) require students to make some effort and actively search for knowledge, information or skills
- there is also a lot of educational input to be gained (e.g. some knowledge about the host country, different educational systems) even by the more passive students - simply be the fact of encountering differences being with people with different cultural background
Therefore, even if the number of hours spent at the host university is lower than at the home university, students may still learn significantly more during their stay abroad. What is more, this knowledge - being the one students have experienced and not derived from books - is especially willingly shared with others, which is also why this article was written.
References Edit
- Bourdieu, P. & Passeron, J.-C. (1990). Reproduction in Education, Society and Culture. 1970. (Richard Nice, Trans.). London: Sage Publications.(Original work published 1970).
- Kowzan, P., (2005). Aktywności studentów Uniwersytetu Gdańskiego w czasie wolnym podczas wymiany w ramach programy Sokrates Erasmusa w zimowym semestrze roku akademickiego 2004/2005. URL: http://nastyku.w.interia.pl/integracja.htm#erasmus
- Kowzan, P., (2005). Sens studiowania w Jaruplund Hojskole. Not published.
- Kurowska, A., (2006). Mobbing at the university. Not published
- Murphy-Lejeune E., (2001). Student Mobility. Florence (USA)
- Prusinowska, M., (2005). Sens studiowania na Uniwersytecie Ludowym - Uldum Højskole. Not published.
- Zielinska, M., (2006). Pielgrzym, nomada czy turysta? Problem mobilności studenckiej na przykładzie studentów zagranicznych Uniwersytetu w Linköping. Not published.


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